Whereas several studies investigated the effects of implementation of state-wide exit exams on student achievement, there is still little known about the impacts of the exams on students' self-regulated learning. This paper examines the question as to whether the implementation of state-wide high school exit exams is associated with a change in the self-regulated learning of students in mathematics or English. We conducted a standardized questionnaire survey of students in two German states for a period of 3 years. In mathematics no significant effects of the immediate introduction of state-wide exit exams were identified. In English the results show significant positive and negative effects. The results are discussed and implications for further research are given. (Contains 3 tables.)