Recently researchers have begun to study empirically the role of the personal attributes of students and psychological processes underlying their learning and academic performance. One such aspect is known as Self-Regulation in Learning (SRL). Self-regulated learning (SRL) is a cognitively inherent aspect of learning. SRL is a deliberate, judgmental and adaptive process. Active family involvement helps the child to grow in a healthy manner and hence it is accepted by the researchers that healthy development of personality is promoted only by providing suitable atmosphere in the family. An attempt is made in this study to assess the impact of family environment on the students' use of self-regulated learning strategies. The results of this study reveal that students differ significantly in self-regulated learning with respect to their gender, type of school they have studied and their parents' education. The various dimensions of the family environment have a significant impact on the students' self-regulated learning. The findings of this study have been discussed in this research.