The purpose of this study is to examine the correlation between elementary fourth grade students’ writing dispositions, attitudes and writing academic success and to determine to what extent students’ writing dispositions and attitudes predict their writing academic success. 274 students who were selected by random sampling method participated in the research, which was designed in relational survey model. In this study Writing Dispositions (İşeri & Ünal, 2010), Writing Attitudes (Susar-Kırmızı, 2009) and Writing Success (Öztürk, 2007) scales were used in order to collect data to answer the research questions. The stories written by the students are composed of organization (=1.27), word richness (=1.04), originality (=1.03), sentence structure and writing style (= .79), fluency of minds (=.78), flexibility of thought (=.61) and compliance with the rules of linguistic information (=.21). In the analysis of the obtained data, Pearson moment product correlation coefficient analysis technique and multiple regression analysis technique were used. It was found that the dimensions of disposition and attitude significantly predicted writing success (R=.275; R2=.076) [F(1.95)=3.11, p<.01]. The sub-dimensions of writing disposition and attitude has explained .076% of the students’ writing success. It has been detected that writing disposition’s confidence concept positively and significantly (r=.259, p<.05) affects the writing success and the writing disposition’s other sub-dimensions positively affect the writing success.