Introduction: The "Motivated Strategies for Learning Questionnaire" (MSLQ) is a self-report instrument designed to assess students' motivation and learning strategies (cognitive, meta-cognitive, and resource management). In the present study, we focused on translate, adapt and validate the MSLQ to Mexican educational context. Method: The original version of the MSLQ was translated and adapted to Mexican educational context under the name of "Cuestionario de Motivacion y Estrategias de Aprendizaje" (CMEA) taking into account 22 guidelines established by the International Test Commission (ITC) and subsequently administered to Mexican students ("N" = 1,140) of a southeastern university of Mexico. Results: Results allow concluding that the items were grouped in each of the factors using factorization of major axes. Internal consistency rates obtained were acceptable. Discussion and conclusion: The results show great power providing useful information about how this instrument can answer our initial question of self-regulated learning: How do students become experts in their own learning processes? (Contains 6 tables.)