This study explored the predictive roles of social expectations (i.e., community influence and social values) and perceived adults' growth mindsets (i.e., teachers' growth mindset and parents' growth mindset) on self-regulated learning (SRL) strategy use and English learning achievement with 685 fourth to fifth graders in Hong Kong. Structural equation modeling revealed that social values and community influence positively predicted SRL strategy use. Parents' and teachers' growth mindsets also positively predicted SRL strategy use which in turn positively predicted English learning achievement. Moreover, social values were positively associated with English learning achievement. Both social expectations and adults' growth mindsets were found to predict students' English learning achievement through the mediating effect of SRL strategy use which mediated the relationship between social values and English learning achievement, the relationship between community influence and English learning achievement, the relationship between teachers' growth mindset and English learning achievement, as well as the relationship between parents' growth mindset and English learning achievement. The findings highlight the importance of both social expectations and adults' growth mindsets on students' English learning. Importantly, parents and teachers should employ effective strategies to encourage students to exert effort in English learning.