This quantitative correlational study examined the relationship between the attributional style dimensions of internality, stability, and globality, and academic performance among community college students on academic probation. The sample consisted of 114 community college students on academic probation. Participant attributional styles were assessed using the Academic Attributional Style Questionnaire and academic performance was identified using students' self-reported cumulative grade point average. The theoretical framework for this study included the attributional reformulated model of helplessness and depression (Abramson et al., 1978) and Weiner's (1979, 1985, 2000) attributional theory of achievement motivation. A Spearman's correlation was conducted for all three research questions to identify the relationship between the research study variables. Results indicated that both the attributional dimensions of internality (rs = -0.19 p = 0.043) and stability (rs = 0.20, p = 0.030) correlated with academic performance significantly, and that the correlation between globality and academic performance did not reach statistical significance (rs = 0.06, p = 0.507). The results from this study indicated partial support for the attributional reformulated model of helplessness and depression theory (Abramson et al., 1978) for attribution styles and achievement motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]