Though there has been a growing interest on exploring learners’ perceptions of successes and failures, this issue has not attracted the attention it deserves in the field of foreign language learning, particularly in EFL contexts. The aim of this study is to provide data on 240 Turkish university students’ attributions of their perceived successes and failures in English language learning and to examine the ways in which their attributions vary according to gender, perceived success and positive attitude towards English language learning. Data collected by means of a modified version of Williams, Burden, Poulet and Maun’s (2004) questionnaire revealed several of attributions found in the related literature. Regarding all variables, the most widely used attribution was that of strategy.