The purposes of this study were 1) to find the types of causal attributions elementary school children made in achievement situations and 2) to find the characteristics of goal settings children classified in each type of attributions showed in a problem solving situation. Cluster analysis found the following 8 types: an unstable type, a stable type, an effort type, a helpless type, a quasi-helpless type, an efficacious type, a modest type, and a self-displaying type. Validity of classification was confirmed by several means; for example: by comparing the degrees of perceived control and the levels of academic achievements. Children classified as helpless and self-displaying types reported low perceived level of success in a problem solving task and also showed problems in goal settings. The relationship between causal attributions and goal settings in achievement situations and its implications to motivation in education were discussed.