The purpose of the present study was to assess self-regulation of students with visual impairments across two academic subjects, language and math. The participants were 46 Greek students with visual impairments who completed self-regulation measures across the subject matters of language and math. Initially, the factorial validity of the scale was established. In turn, results pointed to the existence of a single universal self-regulation functioning pattern in individuals with visual impairments across subject matters (at the mean level). Measurement invariance was also observed at the item level through imposing equality constraints between items from different subjects. Based on the findings, it is suggested that self-regulation is not context specific for individuals with visual impairments. (Contains 2 notes, 2 tables, and 3 figures.)