A working model of self-regulated learning based on the literature was developed together with an inventory of 71 items designed to test the five dimensions of the model: metacognition, learning strategies, motivation, contextual sensitivity, and environmental utilization/control. A five-point Likert scale was used to rank the items. Subjects were 104 students (21 males and 83 females) who were enrolled in classes in the college of education at a medium-sized midwestern university; participation was voluntary. The student GPA (grade point average) was used as the measure of academic achievement, and the subjects' scores on the inventory and its subscales correlated significantly with GPA. A significant correlation between sex and total score was also found, with females outscoring males on total score and all of the subscales except metacognition. (It is suggested that this result may be due to the small number of males in the sample.) While not statistically significant, data on inventory scores and class (freshman, sophomore, junior, senior, graduate) indicate the possibility that students become increasingly self-regulated as learners over the course of the college experience. It is concluded that self-regulated learning is an important component in academic success and that it can be measured via a self-report instrument. It is suggested that this inventory could be used for diagnostic predetermination of the level of self-regulation present in a particular learner, information that could be used to advantage in designing instruction designed to counteract any deficiencies in self-regulatory skills. A copy of the model with its dimensions and subscales is appended. (18 references) (BBM)