Learning support assistants are directly involved in the education of students with various disabilities. Alongside teachers, they play a significant role in guiding and supporting students with disabilities in completing their school responsibilities. This research aimed to explore the attributions of Learning support assistants assigned to the academic success and failure of the students to whom they are assigned and to examine whether Learning support assistants experience emotions associated with the various causal attributions. The participants in this research were Learning support assistants working with students in primary schools throughout Croatia. A total of 248 Learning support assistants participated, with the results of 245 participants being analyzed. They completed a 15-minute online questionnaire, which collected sociodemographic data about the participants and the students they assist, assessments of the possible causes of students' school success and failure, and data on the experience of different emotions. The research results indicate that Learning support assistants in Croatia primarily attribute school failure of students with disabilities to the students' insufficient effort, and to the least extent they attribute school failure of students to insufficient abilities of students and inadequate effort of Learning support assistants. On the other hand, they attribute students' academic success to the greatest extent and equally to the effort invested by both Learning support assistants and the students themselves. Moreover, the results demonstrate that Learning support assistants indeed experience emotions associated with different causal attributions, with certain variations in the intensity of the experienced emotions.