Achievement goal orientations and self-regulated learning have become central constructs in education research, with both contributing significantly towards students' academic success. However, very little research has focused on students' social achievement goals, that is their social reasons for wanting to do well in school. The aim of the current study was to explore the association between social achievement goals and self-regulated learning in a Namibian primary school. A total of 117 students completed a questionnaire booklet, in which their academic and social achievement goals, as well as their use of self-regulation strategies were assessed. A hierarchical regression analyses revealed that social achievement goals were able to explain a significant amount of variance, even when controlling for academic achievement goals and prior achievement. Mastery goals and social concern goals emerged as significant predictors of self-regulated learning. Our findings contribute to a more holistic understanding of student motivation, as well as establishing the significance of social achievement goals in the Namibian school context.