This study aimed to investigate the impact of using Fink's Model of active learning in science achievement and development of self regulated learning strategies of grade ten female students. The study sample consisted of (62) female students from 10th grade basic education in Al.Dhakhilia Region schools. The sample was divided into two groups: an experimental (N=32), which was taught by the Fink's Model of active learning and a control group group(N=30) which was taught using the traditional method. The teaching process has a frequent of seven lessons per week and lasted for eight weeks in the academic year 2010/2011. The researcher has administered two instruments, 23-items achievement test and Motivated Strategies for Learning Questionnaire (MSLQ) which was designd by Pintrich, et al. (1991) to measure self regulated learning strategies. The former test was prepared by the researcher herself and verified by a judge of experts with a reliability coefficient Alfa cornbach of (0.85). The later test (MSLQ was initially adopted in Oman and its reliability value was (0.88). The results revealed the following: there were no statistically significant difference in the academic achievement at (a=0.05) between the experimental and the control group. However there were statically significant difference at (a=0.05) between the two groups in the (MSLQ) for the experimental group. There were no correlation relation at (a=0.05). between the achievement and self-regulated learning. Consequently, the researcher proposed several recommendations, such as: conducting workshops and training courses for science teachers and supervisors to use Fink's Model of active learning and Self Regulated Learning Strategies in science teaching.