The purpose of this research was to study the relationships of explanatory style, selection priorty, intention to retake university entrance examination, and academic performance of Chulalongkorn University Education freshmen. The sample included 100 students. The instruments used in this research were the Academic Attributional Style Questionnaire and the Selection Priority and Intention to Retake University Entrance Examination Questionnaire. Findings are as follows: 1. The negative explanatory style has a significant negative linear correlation with GPA (p<.001). 2. The intention to retake university entrance examination has a significant negative linear correlation with GPA (p<.01). 3. The negative explanatory style has a significant positive linear correlation with intention to retake university entrance examination (p<.01). 4. The explanatory style is more effective than intention to retake university entrance examination in predicting GPA. 5. The selection priority has a significant positive linear correlation with intention to retake university entrance examination (p<.001).