The present study aimed to identify the extent to which self-regulated leaming and computer self-efficacy beliefs contributed to predicting the academic performance of students in the e-leaming environment at Sultan Qaboos University in the Sultanate of Oman, as well as identifying the level of self-regulated learning and computer self-efficacy beliefs and the extent of their differences by gender. The study followed the descriptive approach. The sample of the study included 51 male and female students studying in eleaming method and enrolled in electronic courses at the university. They were deliberately selected. To collect the data, the motivated strategies for learning questionnaire and computer self-efficacy beliefs scale were applied. The results of the study indicated that students in the e-learning environment had a high level of self-regulated learning and a very high level of computer selfefficacy beliefs. There were no statistically significant differences in selfregulated learning and the computer self-efficacy beliefs due to gender. The results of linear regression analysis also showed that the self-regulated learning axes and the computer self-efficacy beliefs with each other contribute by 19% to predict academic performance among students in the e-learning environment. The study recommends promoting e-leaming at the undergraduate level as an educational environment and promoting selfregulated learning to support academic performance. Key words: Self-Regulated Leaming, Computer Self-Efficacy Beliefs, Academic Performance, E-learning Environment.