The main purpose of this study is to explore the factorial structure of individual traditionality-modernity, and to investigate the correlation between individual traditionality-modernity and achievement attribution style. The data are collected through questionnaires from a sample of 389 preschool teachers from Kaohsiung City, Kaohsiung County and Pingtung County. Statistically, structural equation modeling (SEM) is applied to the quantitative procedures of parameter estimations and model comparisons. According to confirmatory factor analysis, a two-factor orthogonalized model is supported. Path analysis show that achievement attribution style is significantly influenced by individual traditionality-modernity. Those findings will give helpful information to preschool teachers human resource management and future study.