Adolescent emotions are constantly changing as new life experiences and freedoms begin to emerge from daily life activity. This study investigated the emotional attribution patterns of adolescents using a concise emotional inventory. The concise emotional inventory used in this study was taken from an original study conducted by Madsen, Madsen, and Madsen (2009) which assessed the emotional attribution patterns of college-aged students. The researcher modified the concise emotional inventory by changing questions to better suit the adolescent population. This slightly modified scale was then used with adolescents. The scale consisted of twenty three questions and each question was answered using an 11 point Likert scale. The scale on the inventory appeared as -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5, covering a range from negative through positive response. The inventory concluded with a section that allowed each participant to organize their highest and lowest scores, analyze them, and determine if any further actions or improvements were necessary. In the present study, comparisons were made with sixth- through twelfth-grade students at a large school in Northern Florida (N = 250). Comparisons from the results of the present study and results from the original study (Madsen, Madsen, and Madsen, 2009), indicated that there were in general many similarities and several differences between the emotional states of adolescents compared to college-age students. Results of the current study indicated that when participants were asked to rate their current emotional state “this morning,” participants displayed the lowest mean. Also, where participants were asked to rate their current emotional state regarding “future schooling,” participants displayed the highest mean. Adolescent participants were able to recognize and analyze emotional attribution as well as determine if the results were trivial or consequential. Suggestions for beneficial uses of the instrument by educators and mental health professionals are discussed.