The purpose of this study is to examine how a learner self-regulates learning while reading an academic text. In particular, the aim is not to generalize self-regulatory processes for any learning task, but to have an overall idea about how a learner self-regulates. In particular, Pintrich's SRL (self-regulated learning) model is used to find out whether the model was apparent in the learner's reading comprehension process. In this model, self-regulatory processes are categorized into 4 phases (forethought, monitoring, control and reflection), and each phase is divided into 4 areas of self-regulation (cognitive, motivational, behavioral and contextual). The data were collected through observation, videotaping and semi-structured interview. Purposeful sampling was used to obtain an in-depth understanding about how an experienced learner self-regulates and uses different kinds of strategies while reading an academic text. The result of the study revealed that all the phases in the model were apparent in the participant's reading comprehension task. However, it was difficult to decide on which strategies were belonging to monitoring or control phases. Actually, much of the empirical work also does not find much separation on these phases. This might be because these phases are reflecting the learner's thinking process. (Contains 1 table.)