Family is a key factor to one's development. Family closeness is thus fundamental to the development of happy and competent children and adults. Self-regulated learners usually exhibit greater academic performance. Students who adjust well to school settings build confidence toward learning and exhibit appropriate school behavior. This paper examines the correlations among family closeness, self-regulated learning, and school adjustment in college students. The self-reported questionnaires were distributed to 196 junior-level students. The results showed that family closeness was positively correlated to students' self-regulated learning skills. Those students rating their family as more close also exhibited a greater ability to adjust to their schools. These findings are discussed in terms of their implications for attachment theory, self-regulated learning, and school adjustment in college students. (Contains 1 table.)