This paper explores the relationship between pupil’s attributions, attitudes, and teacher’s methods in teaching Latin. Learning a foreign language is indispensable in every person's life today. The process of globalization caused a greater need for knowledge of different foreign languages. Latin learning has a special place because it is no longer the language of spoken communication as it used to be. Learning Latin is a complex process that is influenced by many factors as it is case with any other foreign language that pupils learn in school. Some of those factors are called affective and are oriented towards the emotional side of human reactions and environmental events. Affective factors such as motivation, attitude, and fear of learning, selfperception, have been adequately covered in the literature, but attributions in a smaller number of papers. In Croatian glottodidactics, Jelena Mihaljević Djigunović focused mostly on affective factors. Attributions are the factors by which an individual seeks to explain the causes of his success and failure to himself or others. This paper explains and uses the results of research on attribution theories, developed by renowned psychologist Bernard Weiner. The research was conducted in high school using a questionnaire completed by first and second grade pupils. The collected data were followed by their analysis, confirmation and interpretation of the hypotheses.