The aim of this study was to discover possible relationships between self-regulated learning dimensions and students' success in a distance-learning programme. The sample consisted of 319 students: 83 males and 236 females. They completed the "Motivated Strategies for Learning Questionnaire" (Pintrich, Smith, Garcia & McKeachie, 1991), which was compared to their number of exams written, frequency of exam repetition and average course grade. The results show the importance of motivational factors, such as intrinsic goal orientation, task value and self-efficacy on the one hand, and effort regulation strategies on the other. (Contains 4 tables and 1 footnote.)