The study sought to determine the extent value preferences predicted achievement attribution of in-school adolescents in Enugu state, Nigeria. Three research questions and three null hypotheses guided the study. The design was correlational survey. The population was 11,268 (4,296 male and 6,972 female) senior secondary class two (SSII) students in all public co-educational schools in Enugu state in the 2012/2013 academic session. The sample was 1,155 students proportionately drawn from the schools selected. The instruments used for data collection were two researcher –developed questionnaires : In-school Adolescents’ value preferences scale (IAVPS) and In-school adolescents’ achievement attribution scale (IAAAS). The internal consistency estimates of IAVPS and IAAAS, established through Cronbach alpha procedure were .86 and .77 respectively. Findings indicated that value preferences significantly predicted in-school adolescents’ achievement attribution. Value preference accounted for 88 percent of the variance associated with in-school adolescents’ achievement attribution. Gender and location also significantly predicted achievement attribution. A major education implication of the findings is that educational efforts aimed at developing strong values could impact positively on achievement orientation of in-school adolescents. It was recommended that systematic educational efforts be developed to encourage in –school adolescents to make right choices as a lifelong habit.