The developmental changes in primary school students' perceived attainment, and causal attributions for examination performace were explored. It was found that younger children had higher perceived examination attainment, expectancy of success .in future examinations, and perceived attainment in other school activities than older students. Furthermore, younger children attributed their results to more external and controllable causes, whereas the older children's attributions were more internal and uncontrollable. Results also revealed that high expectancies in examinations were generally related to positive perceived present attainment and more controllable attributions. Developmental differences, the resemblance between younger children and high achievers, and the importance of perceived attainment were explained and discussed with references to findings of other researches. Results also showed that the instrument used in the study possessed satisfactory dimensional structure, internal consistency and retest reliability.