Objective: This study uses the Attribution Style Questionnaire (ASQ) to measure the causal thinking of 42 college students with diagnosed language-based learning disabilities (LD), ADHD, or co-occurring ADHD and LD. Attribution style, or explanatory style, is a term used to describe the tendencies of individuals to think that the causes of meaningful events are internal or external, global or specific, and stable or unstable. Method: No significant differences in explanatory styles are found among the three subgroups. The study also investigates whether there is a relationship between explanatory style and grades. Results: Significant positive correlations are found between ASQ scores and grade point averages for the subgroup with co-occurring ADHD and LD and for the three subgroups combined. Conclusion: These findings are significant because they continue to clarify factors related to the postsecondary success of students with LD and attention deficit disorders. (Contains 2 tables.)