Self-regulated learning (SRL) plays a key role in student's academic achievement. This study used a social cognitive lens and qualitative methods to discover and describe the SRL of a group of eight students during their first semester in college. Each participant was interviewed four times at strategic points between August and December 2012. In addition, participants consented to sharing their fall GPA and spring enrollment status. Evidence of SRL was limited, but peers and instructors played key roles in the participants' behaviors. In general, students with the most SRL earned the highest grades; accurate self-assessment of learning was the most distinguishing feature. From these finding, implications for advisors and faculty are discussed.