Introduction: In the present study we examined the differences in volitional strategy use (i.e., self-efficacy enhancement, negative-based incentives, and stress-reducing actions) and their relation to cognitive self-regulated learning strategy use (i.e., rehearsal, elaboration, organization, and critical thinking) in a sample of university students. Additionally, we tested the potential for approach-avoidance achievement motivation to moderate the relationship between volitional strategies and cognitive strategies. Method: Participants were 141 undergraduate students from a large urban University located in the Mid-Southern United States. Results: Results indicated that approach motivated individuals utilized self-efficacy enhancement and stress-reducing actions more often than avoidance motivated individuals. Regression analyses revealed approach-avoidance motivation to be a significant predictor of elaboration and organization while the volitional strategy of self-efficacy enhancement emerged as a significant predictor of rehearsal and elaboration strategies. Approach-avoidance motivation did not moderate this relationship. Discussion and Conclusion: The present investigation highlights the important role approach-avoidance motivation plays in the cognitive and volitional regulatory abilities of the learner. Courses have been designed that effectively teach students self-regulated learning skills, and the present results suggest that the modeling of self-regulatory strategies in such courses is particularly important for avoidance motivated students. (Contains 5 tables.)