Several studies have examined the relationship between teachers’ attributions and students’ performance (Ames, 1975; Beckman, 1970; Jonson, Feigenbaum & Weiby, 1964; Wiley & Eskilson, 1978) and between teachers’ attributions and their behaviors (Weiner & Kukla, 1970, King, 1980). It was found that preservice teachers (PTs) attributed students’ performance improvement to themselves and lack of students’ improvement to their students (Jonson, Feigenbaum & Weiby, 1964). Similarly, Beckman (1970) found that PTs attributed students’ successful performance to themselves and students’ failure to many factors other than their own teaching skills. In contrast, Ames (1975) found that PTs attributed students’ failure to themselves as teachers and students’ success mainly to the students themselves. The present research studied PTs’ attributions in a physical education setting. Fourteen physical education PTs who had no previous teaching experience taught soccer and floor hockey units to 3rd and 4th grade students. Following each teaching day qualitative data, including post-teaching reflections and video reflections, were analyzed for the purpose of drawing out emerging themes and commonalties. Results from this study demonstrated, similar to Beckman (1970), that PTs attributed successful teaching practices to factors directly related to themselves as teachers. When they were asked to describe what made the lesson successful, many of the PTs referenced themselves as the main reason, with comments such as “I did a pretty good job explaining things” or “I felt very alive this morning so it was helpful to be more energetic”. PTs attributed unsuccessful teaching practices, however, to external factors (i.e., students, space, weather), not themselves as teachers, as one expressed “My teaching was the worst I have ever had in my whole life, they [students] were rambunctious and annoying. I knew the content of my material, I just don’t think they were interested in learning anything at all”. As a conclusion, the authors recommended viewing field experience as an important opportunity in educating PTs to take responsibility for their plans prior to the teaching act and for their actions during the teaching act. It was also recommended that the PTs utilize these field experience settings in order to critically examine their actions as teachers.