The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order to accomplish important and valuable academic goals. Successful learners are those who engage in self-regulation of learning by delaying gratification. Delay of gratification refers to individuals' intentions to postpone immediate available rewards in order to obtain larger rewards temporally distant. The results suggest that academic delay of gratification has an association with students' use of volitional strategies, expected grade, self-efficacy beliefs, and academic performance. These findings serve to establish academic delay of gratification as an important self-regulatory strategy useful to protect intentions from distracting tendencies while academic goals are pressing and that delay of gratification is associated with the students' self-efficacy beliefs for learning, as well as expected grade and final course grade.