The primary purpose of this study was to develop and gather initial psychometric information regarding the Self-Regulation Strategy Inventory--Self-Report (SRSI-SR), a self-report measure of students' use of specific self-regulation strategies. Information regarding the scales' factor structure, convergent and discriminant validity, differential validity, and internal consistency was gathered using a sample of 142 ninth and tenth grade students in an urban high school. Principal component analysis of the SRSI-SR yielded a three-factor structure: (a) Seeking and Learning Information, (b) Managing Environment/Behavior, and (c) Maladaptive Regulatory Behaviors. Internal consistency for the overall SRSI-SR was high (alpha = 0.92), with the subscales ranging from 0.72 to 0.88. A second principal component analysis indicated that the three subscales of the SRSI-SR converged onto one higher-order factor but discriminated from two motivation beliefs (i.e., task interest, perceived instrumentality). In addition, ANOVA procedures revealed that the SRSI-SR reliably differentiated high and low achievers. The implications of the results and potential avenues for future research are presented and discussed.