The study dealt with determining the factors that influence causal attributions of Mathematics performance among Engineering at-risk students. Forty students enrolled in the College of Engineering who were identified to be at-risk were the respondents of the study. A researcher made questionnaire was used to gather data. The factors were classified into four groups: family factors, school factors, course factors, and the personal factors and were answered using a five-point Likert scale. The highest attributions claimed by the Engineering students at-risk are in the family factors. Financial support and moral support from the family show the highest mean. The lowest attribution is on the personal factors. The nature of people to point the causes of failure on other factors is revealed in this study. The student respondents gave very high scores on personal assessment. Significant differences in the assessed attributions were found only on family and school among types of high school attended by students. Graduates of public high schools gave the highest attribution scores. Comparative analysis between male and female respondents revealed no significant difference.