This research was based on the conceptual framework that students' low mathematics achievement in school is related to their poor study habits. Thus, the intervention titled "Mathematics Self-Regulated Learning Program" aimed to help selected children from Southeast Asia (the Philippines) improve their Mathematics achievement, Mathematics self-regulated learning, and Mathematics school grade. This research focused on the following difference scores: 1) Mathematics achievement, Mathematics self-regulated learning, and Mathematics school grade between experimental and control groups (N = 60); and 2) Mathematics achievement, Mathematics self-regulated learning, and Mathematics school grade between younger and older groups (N = 60). The main result supports self-regulated learning theory which states that when students are given opportunities to self-regulate and explicitly taught of self-regulated learning strategies, academic achievement is more likely to be positively affected. The study confirms that students as active agents of their behaviors can be trained to be responsible learners and thus acquire the goal of life-long education which is learning not just "what" to learn but more importantly "how" to learn. (Contains 1 figure and 2 tables.)