The purposes of the present study were to investigate (a) the extent to which Self-Regulated Learning Strategies are used, (b) the most and least common Self-Regulated Learning Strategies reported, and (c) the effect of gender, academic achievement (GPA), and Instructional level on the use of Self-Regulated Learning Strategies among students of college of education at Sultan Qaboos University. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered with its three subscales: motivation, learning strategies, and resource management strategies to a sample of 216 students (62% females). The factor analysis yielded three subscales for: (a) motivation: self-efficacy for learning and performance, task value, and test anxiety, (b) learning strategies: elaboration, metacognitive self- regulation, and rehearsal, and (c) resource management strategies: help seeking, effort regulation, and time and study environment. Results indicated that: (a) students are good self-regulated learners (high actual means compared to the theoretical means) for 8 of the 9 subscales used, and that students reported less test anxiety (low actual mean compared to the theoretical mean), (b) the most frequently reported strategies are: task value, metacognitive self-regulation and elaboration, and the least strategies reported are: help seeking and effort regulation, (c) multivariatě analysis of variance (MANOVA) revealed that females surpass males in the use of 3 strategies: elaboration, metacognitive selfregulation, and time and study environment, high achieving students surpass low achieving students in the use of 4 strategies: elaboration, metacognitive self-regulation, help seeking, and effort regulation, and first and second year students seemed to be more self-regulated learners than students in year three and four, although it appears that each year is unique in the use of specific strategies than the other. Results of the study are discussed prior to the review of literature and Implications for improving students use of self-regulated learning strategies as well as recommendations for future research were presented.