This study investigated the self-regulated learning (SRL) perceptions of foreign language learners at a public university in Turkey. A quantitative crosssectional model was chosen as the framework. Data were collected by means of a scale originally developed by Hirata (2010). The study was conducted with 230 voluntary participants selected purposefully from the same university. The collected data were analyzed through a computer program in terms of numbers (n), percentages (%), means (x-bar), standard deviations (Sd.), Shapiro-Wilk, One-Way ANOVA, and Independent-Samples T-Test. The results suggested that the participants had problems recalling their foreign language knowledge regularly, controlling their stress levels, keeping records of their learning, relating new knowledge to their existing knowledge, and scheduling their learning time. However, they did not have problems following specific strategies, continuing to study in cases of failure, trying new ways of learning and sparing enough time for learning. The study also found that variables such as sex, grade, and preparatory class education did not contribute to the SRL perceptions of the participants. Based on these results, it can be suggested that activities promoting SRL may enhance the efficiency of language education contexts.