The present study evaluated the effectiveness of an attributional retraining program for helping upper-level undergraduates pelform better in employment interviews as moderated by self-esteem levels. The sample consisted of 50 co-operative education student~ preparing for actual job interviews who were randomly assigned to an attributional retraining condition (controllable attribution focus) or control condi tion (communication skills focus). Dependent measures included interviewrelated attributions and actual interview performance. Results showed self-esteem to predict more adaptive attributions and better interview perfonnance in the control group. Findings also demonstrated significant altributiunal retraining benefits for sllIdents with lower self-esteem on attributions and interview Sllccess. The authors found unanticipated negative treatment effects for students with higher self-esteem