This study aimed to investigate the relations between adolescents’ achievement goal orientations and academic failure tolerance, and moderating effects of attributional style for the relation between them. 490 middle school students participated in the survey of study. A series of hierarchical regression analyses were used to examine the relationships of achievement goal orientations to academic failure tolerance, and the moderating effects of attributional style for those relationships. Mastery-approach orientation and performance-approach orientation showed a statistically significant positive relation to academic failure tolerance. In contrast, mastery-avoidance orientation and performance-avoidance orientation showed a statistically significant negative relations to academic failure tolerance. In the relationships between achievement goal orientations and academic failure tolerance, attributional style showed different moderating effects. For instance, attributional style has no statistically significant moderating effects in the relationship between mastery-approach orientation and academic failure tolerance. Whereas ability attribution showed a statistically significant negative moderating effect in the relationships of mastery-avoidance, performance-approach, performance-avoidance orientation to failure tolerance. In addition, external(powerful others, chance) attribution showed a statistically significant positive moderating effect in the relationships of mastery-avoidance, performance-approach, performance-avoidance orientation to academic failure tolerance.