Self-regulation of learning is a process that occurs naturally in learning environments that allow learners to self-initiate and control the use of various learning strategies. Self-regulated learners are active agents of their own learning process metacognitively, motivationally, and behaviorally (Zimmerman, 1986). What are the self-regulated learning (SRL) strategies commonly used by such learners? This paper presents the findings of a study to document the SRL strategies of pre-service teachers in their second and fourth semesters of a Diploma in Education course in Batu Lintang Teachers' College, Kuching. Two hundred and twenty-eight pre-service teachers (67 males, 161 females) provided self-reports of the self-initiated learning strategies they used in various learning situations through responding to seven hypothetical learning contexts. Nineteen SRL strategies were identified from the responses. Pre-service teachers' frequency of use of SRL strategies ranged from "seldom" to "sometimes." Overall, there was no significant difference in the strategy use of Semester 2 and Semester 4 pre-service teachers but they differed significantly in the use of specific SRL strategies such as seeking information, social environment structuring, rehearsing, and seeking peer assistance. There was no significant difference in the SRL strategy use of male and female pre-service teachers. Implications and suggestions for further research are put forward. Appendix A presents a summary of SRL strategies of preservice teachers. (Contains 3 tables.)