The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell in "J Indiv Diff" 101(4): 982, 2009; Singleton-Jackson et al. in "Innov Higher Educ", 2010. doi: 10.1007/s10755-010-9151-y). Academic entitlement is a pervasive problem in today's university environment (Twenge and Campbell in "The Narcissism Epidemic: Living in the Age of Entitlement". Simon and Schuster, New York, 2009), making it important to understand risk factors for academic entitlement. Previous research on academic entitlement has reported a relation between personality factors and academic entitlement (Chowning and Campbell 2009), and between academic entitlement and self-regulated learning (Achacoso 2002). The current study explores the relations among these three constructs from a multivariate perspective using canonical correlation analysis. Results suggested two significant canonical correlations that accounted for approximately 48% of the variance in the academic entitlement subscales.