Three hypotheses were tested regarding the attribution of causation for successful behavior by kindergarten children: (1) self concept--children with high self esteem make internal attributions and those with low self esteem make external attributions; (2) locus of control (LOC)--children with internal LOC make internal attributions and those with external LOC make external attributions; and (3) attribution theory, self-serving bias approach--successful performance leads to internal attributions. Coopersmith and Gilbert's Behavioral Academic Self Esteem (BASE) rating scale measured self concept, and the Stanford Preschool Internal-External Scale (SPIES) assessed LOC in 43 kindergarten children. Teachers completed the BASE to compare self concept and self attribution. The children completed the 14-item SPIES. They completed a wooden puzzle and gave an explanation for their performance, indicating self-attribution. Preliminary analysis yielded no sex differences. Hypothesis 3 was clearly supported; following successful performance, 35 subjects made internal attributions and six made external attributions. As for hypothesis 2, no relationship was found between LOC and attribution. Hypothesis 1 was not supported; self concept did not differentiate the attributions. There was no significant correlation between BASE and SPIES scores. Neither self concept nor LOC, either singly or together, were significant predictors of attributions. (GDC)