The general objective of this study was to explore the status and the relationship of attachmentrnpattern, psychosocial well being, and academic achievement motivation foster care children inrnSOS EE BOVTPC. Both quantitative and qualitative methods were employed to achieve thernresearch objectives. The participants were: 134 foster children for quantitative methods and sixrnfoster families and six foster children for qualitative methods. The participants were selectedrnusing stratified random sampling technique, while the six foster families and the six fosterrnchildren were purposefully taken as a sample. The self-report version of the RelationshiprnStructures (ECR-RS) questionnaire, the Strengths and Difficulties Questionnaire (SDQ) forrnchildren age ranging above11, the Achievement Motivation Inventory (AMI), and semistructuredrninterviews instruments were administered. Data from the quantitative survey werernanalyzed using mean score, independent t-test, Pearson correlation, and one way ANOVA. Thernqualitative data were analyzed using inductive thematic analysis. The majority of childrenrnshowed unsecured attachment, normal symptom psychosocial wellbeing, and higher academicrnachievement motivation. The results of Pearson correlation indicated that the overallrnpsychosocial well being has correlation with the overall academic achievement motivation andrnthe overall academic achievement motivation has relationship with anxious attachment.rnHowever, there was no relationship between the overall psychosocial wellbeing and both typesrnof attachment. Independent T-test for group mean difference revealed that there was nornsignificant difference in female and male foster children attachment, psychosocial wellbeing, andrnacademic achievement motivation. On the other hand, there were significant difference in taskrnorientation and anxious attachment of foster children who live with married and single parents.rnANOVA result indicated that, in general, there were no differences in the overall psychosocialrnwell being of foster children and foster families educational levels. Nonetheless, the overallrnacademic achievement motivation has shown significant differences between each educationalrnlevel of foster children. The avoidance attachment also shows a significant difference in therneducational levels of foster parents. This study revealed that SOS EE BOVTPC foster childrenrnhave normal symptom psychosocial wellbeing and higher academic achievement motivation.rnHowever, they have not secured attachment relationship. This indicated that the concerned bodyrnshould give emphasize for the improvement of their weakness.