The main aim of this research is to investigate learners in higher education in a Turkish context, in terms of motivational components such as "goal orientation," "self efficacy," "intrinsic value," "test anxiety" and self-regulated learning components such as "cognitive strategy usage" and "self regulation." The study was carried out with 233 students in higher education enrolled in the English Language and Literature department. Descriptive, variance and correlation analyses were carried out to answer the research questions. The results showed that the participants were reported to have satisfactory level of "goal orientation," "self efficacy," "intrinsic value," "test anxiety," "cognitive strategy usage" and "self regulation." ANOVA results indicated that there were statistically significant differences between the three types of students, regular (daytime), evening, and distance education, with regard to "goal orientation" and "self-efficacy." Furthermore, correlation analysis suggested that there was a moderate level of correlation between "self-regulation" and "cognitive strategy usage." This research on the whole, infers that self-regulated learning means empowering the student to take charge of their motivation and educational pathway, and that while doing so, teachers should keep in mind that the classroom remains a formal environment that still requires "self-efficacy" and "self-regulation" and these are all interrelated.