The Intellectual Achievement Responsibility Questionnaire, which measures perceived locus of control of academic outcomes, was administered to 28 emotionally handicapped (EH) and 25 learning disabled (LD)/EH children. Between group comparison revealed that EH children took significantly more personal responsibility for academic failure than did LD/EH children (p<.025), although the two groups did not differ significantly in taking responsibility for academic success. Within group comparison revealed that LD/EH children attributed success to effort and failure to a lack of effort; EH children, however, attributed success to ability but failure to both a lack of and a lack of effort. Among EH children, significant positive correlations were found between report card grades and perceived internality for success. Among LD/EH children, significant negative correlaions were found between report card grades and perceived lack of effort as the cause of failure. Attribution training is discussed in light of these findings, and suggestions are given for further research on task persistence. (Author)