Self-regulation refers to the degree that individuals become metacognitively, motivationally, and behaviorally active in their own learning processes. One potentially helpful means of examining students' self-regulation is to analyze their internal representations, or scripts, for recurring academic tasks. For this study, researchers analyzed the script elements, the primary script norms, the elements of self-regulation incorporated into students' scripts, and the effects of gender on basic script elements in 61 students in grade 11. The scripts related to three common high school learning situations: writing a term paper, studying for a final examination, and preparing an oral presentation. The incidence and nature of self-regulation revealed in the students' written protocols were also examined. Results show that in the 3 learning situations, there were 1224 script elements, which included 624 elements of self-regulation. Primary norm scripts, basic script elements, and elements of self-regulation in 15 categories of self-regulated learning processes varied according to learning situations. There was no gender effect found on script elements or elements of self-regulation. Findings indicate that scripts can be useful sources for investigating self-regulation in high school students. Contains approximately 85 references. (RJM)