The goal of this research is to find the crucial factors that influence the level of adolescence’s academic achievement. The objective of this research is to study the     relationship between adolescence’s attributional style with their level of academic achievement. This research was carried out by correlational design. This research involve adolescence as students of three public senior high school in Bandung City, i.e. SMAN 4, SMAN 8, and SMAN 11.  The sample of this study are 459  students selected  through random from second and third grade. The students at first grade not selected as sample because them not yet owned the data of achievement. The data of achievement was collected by documentation study, and data of attribution by questionnaire. The data expressed in ordinal scale and analyzed statistically by Rank Spearman. This study has some outcomes related to the relationship between style of attribution with academic achievement. Students which attributing their academic success with high ability and effort or working hard and attributed their academic failure with lack of effort and luck, tend to attain high achievement.  While the students that attributing their academic success with easy task and luck, and attributed their academic failure with lack of ability and difficult task, tend to attain low achievement.  Based on the findings, to increasing the level of student’s academic achievement can be conducted by train the students to developing the adaptive attribution style, that is to attributing their success academic with ability and effort factors, and to attributing their failure academic with lack of effort an luck.