The ability to self-regulate is important for students at any level, but is especially valuable to those in college, as they are confronted with a great deal of material in a short span of time. Some studies demonstrate that college students are effective self-regulators, while other studies indicate they are not (Peverly, Brobst, Graham, & Shaw, 2003). Despite this debate, it is clear that there are differences between those who use self-regulatory strategies and those who do not. This paper will discuss the concept of self-regulation, its related constructs, and the ability of college students to self-regulate. Furthermore, it will address self-regulatory skills and ways in which to improve this ability. Strategies will be compared, and educational implications will also be discussed.