This study is grounded in three theories of self-­regulation, goal-­orientation, and the act of writing. The authors collected the data from 48 Iranian EFL B.A. level students majoring in English in different universities in Iran. The instruments consisted of two questionnaires: a goal-oriented questionnaire developed and employed by the authors, and the "Motivated Strategies for Learning Questionnaire" ("MSLQ") developed by Pintrich (1991), along with three writing tasks. The findings revealed no significant relationship between self-regulated learning and writing performance. However, a negative relationship was found between students' use of cognitive and metacognitive strategies and their writing performance. The relationship between students' resource management strategies and their writing performance was not significant. Finally, there was no significant relationship between goal-­oriented learning and writing performance. The findings of the current study are discussed in relation to the previous literature and some implications of the study are suggested.