For this research, six public high schools in Catalonia were selected whose students had obtained outstanding results on the English test in the PAU in 2005, 2006 and 2007. Interviews and questionnaires were used to learn about teachers' and students' attributions of success as well about their more general views on English language teaching in their schools and in Catalonia. Data show success is often attributed to both internal and external factors and rarely to methodological factors. Also, both teachers and students are well aware of the limitations of teaching and learning English in their context and are able to articulate valuable ideas for change.