In recent years, training has shifted towards a more learner-centred perspective. At the same time, rapidly changing workplaces emphasize the importance of self-regulatory processes in the workplace. In the light of these trends, this research investigates the role of self-regulated learning in training effectiveness. A theoretical model in which self-regulated learning plays a central role in training evaluation was developed and validated using the structural equation method with a sample of 137 individuals. The results indicate that self-regulated learning mediates the relationship between training climate and both transfer motivation and training evaluation. These findings indicate that the concept of self-regulated learning plays a key role in the relationship between training context variables and organizational outcomes and offer new insights into the way organizations can improve training effectiveness.