This study investigated college students' self-regulation in the context of a 3D design team project. By conducting a pre-survey, post-survey and focus group interviews, the study examined students' expectations, conceptions and reality of self-regulation in the team project. The results showed that students' self-regulation directly reflected in their project performance. Medium self-regulated students had the highest self-expectations and devoted approximate time compared with high self-regulated students. High self-regulated students devoted more efforts than their expectations. Although revealing the lowest actual efforts, low self-regulated students' expectations were only slightly less than those of the high self-regulated students. All students believed that their self-regulation increased, whereas the low self-regulated students revealed the highest conceptions compared with the others. Educational implications are discussed.