Self-regulated learning is a relatively new construct in the domain of educational psychology but its theoretical relevance and important practical implications have already been well established. The study explored the extent to which the self-regulated learning strategies of metacognition, elaboration, critical thinking, organization, rehearsal, time and effort management, help seeking and peer learning vary with gender. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 198 undergraduate students at a large university in Northeastern U.S. The obtained data were analyzed through multivariate analysis of variance. The study uncovered several statistically significant differences. Female students tended to over-report the use of rehearsal, organization, metacognition, time management skills, elaboration, and effort. No statistically significant gender differences were found with respect to studying with peers, help seeking, and critical thinking skills. (Contains 1 figure.)