This study examined the influence of an individual's attributions upon the type of tasks that individuals would select. Questions guiding this study concerned the predictability (congruence) of tasks from attributions, the consistency of this task-attribution congruency, and the generalizability of the results. Subjects were 801 students drawn from nine grade levels and both rural and urban settings. First their attributions were assessed by two different instruments. Later, they were placed in situations in which they had to select between several tasks cued with divergent information. The results showed that one could predict a student's task selection from his attributions. Secondly, this congruence between the task selected and attribution was consistent and unaffected by assignment of success or failure outcomes. Finally, these results were found to be generalizable across fourth through twelfth grades, rural and urban settings, and both sexes. Implications for individualizing education and future personality research were discussed. (Author)