This study aimed to investigate the level of self-regulated learning among grade 11 students. It also aimed to identify differences in self regulated learning according to major, gender and English language achievement. In order to achieve the study objectives, the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. (1991) was used to measure self-regulated learning. The research sample consisted of 420 grade 11 students from Al Batinah North Governorate schools. The results showed that students possessed high level of self regulated learning in 3 subscales (self-efficacy for learning and performance, task value and rehearsal) and in the overall scale, and a medium level in (elaboration, and metacognitive self-regulation and test anxiety). Multivariate analysis of variance (MANOVA) revealed that female students surpass male students and high and average achieving students surpass low achieving students in the use of 3 subscales (self efficacy for learning and performance, task value and rehearsal). In addition the result showed that there were no significant differences in self regulated learning attributed to major, bilateral and trilateral interactions, except the interaction between gender and English language achievement in test anxiety which was significant in favor of average achieving female students. Finally, the study presented some implications and recommendations for future research.