The purpose of this study was to investigate the relationship between self-regulated learning (SRL) strategies and student academic performance. Academic performance was measured by final grade (out of 100 points) in courses that were part of the study, and self-regulated learning strategies were assessed by the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich, Smith, Garcia and McKeachie (1991). Because this study collected data from courses that used the flipped instructional method, the Concerns Based Adoption Model--Levels of Use Survey (CBAM-LoU) developed by Griffin & Christensen (1999) was used to gather student and instructor level data as a control for the technology aspect of flipped instruction. Research supports the use of SRL strategies in traditional, online environments, and flipped environments and its impact on student achievement. This study focused on the implications of student use of SRL and its effect on student achievement in courses that were conducted using the flipped instructional method. The researcher sought to examine the subcategories of the MSLQ (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy, test anxiety, regulation, elaboration, organization, critical thinking, self-regulation, time/study management, effort-regulation, peer learning, and help-seeking) and their relationship with final grade within this descriptive and quantitative study. Data were collected by requesting participation from instructors who teach courses using the flipped instructional method. Participating instructors (N = 6) completed the CBAM-LoU as an online survey, and students (N = 37) completed the CBAM-LoU and the MSLQ as an online survey to provide the data of the study. A hierarchical multiple regression analysis was performed to investigate the relationships between the subcategories of the MSLQ and final grade. Regression coefficients were calculated to indicate the amount of variance contributed by individual variables to the overall model variance. Results of this study did not reveal significant relationship between the MSLQ subcategories and final grade; however, results of the regression coefficients indicated the subcategories that the best predictors of final grade were those of self-efficacy, intrinsic goal orientation, task value, effort regulation, and control of learning beliefs. Results further showed the worst predictors final grade were those of extrinsic goal orientation, regulation, organization, elaboration, critical thinking, and peer learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]