As the number of enrolled international ESL students in the US institutions increases rapidly, it is important to understand these students' goal orientations and learning strategies in order to help them achieve the academic goals. Therefore, this study examines the relationship between achievement goal orientations and self-regulated learning strategies of 173 international ESL students in a large southeastern research institution in the US. Results indicate that approach goal orientations are positively associated with students' self-regulated learning, while avoidance goal orientations are negatively linked with their self-regulated learning. Additionally, international ESL students have a strong intention of learning a specific knowledge as well as showing competitiveness, and these motivations drive them to use various self-regulated learning strategies during the learning process.