This study identified the key strategies of Self-Regulated Learning (SRL) from High Academic achievers among high-school students between Grade 9 to Grade 11 in Language Arts (English)class (N = 46). These High Achievers in Language Art were discovered through their high scores on the Motivated Strategies for Learning Questionnaires (MSLQ) and there school average grade of the class. Students were first requested to fill out the MSLQ questionnaire based solely on how they think and feel about themselves in learning situations. They were made aware that results of the questionnaire would be anonymously revealed for the purpose of the study and that it wouldn’t affect their grades. As for the interview, students were briefed beforehand about what they will do and some basic knowledge was established before the interviews occurred to ensure optimal data. The results of the MSLQ was first compared and evaluated in conjunction with the students’ scores for their Language Arts class. The Self-Regulated Learning Interview Schedule (SRLIS) was later used to obtain information on SRL strategies used and their frequencies in different contexts from the selected group (N=9). The findings of this study suggested that there is no direct correlation between the MSLQ results and the Language Arts (L.A.) subject grades score, but that there is a relationship between the specific Self-regulation skills to the L.A grade scores. Furthermore, Goal-setting and planning were reported to be the most used strategies among high achieving students. This suggests goal-setting and planning might be one of the keys to success in academic areas. The empirical findings of this study supported many theoretical aspects of SRL. Towards the end of the studies, the implementations for teaching practice and suggestions (in addition to future research directions) were discussed to further increase the understanding of teaching methodology
