The role of self-regulated learning in successful academic performance at the college level was studied. Using a literature review, items were developed for a self-regulated learning questionnaire, which was written as a Likert scale and pilot tested with a small group. Subjects for the study were 39 male and 121 female education majors at a medium size midwestern university. Results provide some evidence that leads to the conclusions that self-regulated learning is an important component in academic success, and that it can be measured with some degree of validity and reliability through this self-report instrument. Results indicate a significant relationship between self-regulated learning and grade point average. Many students could profit by instruction that emphasizes the understanding and use of the component skills and attitudes of self-regulated learning. Four tables present study findings. Appendix A summarizes the dimensions of self-regulated learning and contains one figure. Appendix B presents the inventory, which contains metacognitive, learning strategy, motivational, contextual sensitivity, environmental control, and epistemological beliefs items. (Contains 27 references.) (SLD)