This study examined the relationship among attitude to school, causal attribution for failure and academic achievement of senior secondary school students in Okene, Kogi state, Nigeria. The study had five objectives, and five hypotheses were formulated and tested. The population for the study was 2639 SSII students out of which 335 students studied included 210 males (63%) and 125 females (37%). Correlational research design was employed in the conduct of the research. The instruments used in collecting data were Students Attitude Questionnaire (SAQ) and Academic Causal Attribution Scale (ACAS) with reliability coefficient of 0.84 and 0.93 respectively. Statistical Package for Social Sciences (SPSS) was used to analyze the data at two different levels; Mean and standard deviation were used to analyze the research questions, while Person Product-Moment Correlation (PPMC) was used to analyze the hypotheses. Results of the analysis indicated that significant positive relationship exists between student attitude towards school and academic achievement (r = 0.353, p = 0.000), between student attitude towards learning and academic achievement (r = 0.413, p = 0.000), between external causal attributions for failure and academic achievement (r = 0.897, p = 0.000) and between students' attitude to school and causal attributions with (r = 0.317, 0.000). However, significant inverse relationship was observed between internal causal attribution for failure and academic achievement (r = -0.927, p = 0.000). Based on the findings, the following recommendations were made. Teachers should give reward such as word of encourage to their students after every lesson so as to help them maintain positive attitude towards learning. The students should be encouraged to apply knowledge and skills taught through feedback and assignment.