“Learning is about one’s relationship with oneself and one’s ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results and about overcoming failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning” (Nilson, 2013 p. 32). As teachers it is incumbent upon us to foster a love of lifelong learning and develop students who have the ability to self-regulate their educational and personal goals. Pintrich (2000), states that self-regulation is an active and constructive process that learners verify, regulate, and motivate to control their cognition and behavior. The importance of this skill in education is apparent by the fact that Self-Regulated Learning (SRL) has recently been credited as being a ‘pillar of education’. SRL is a concept in which the learners initiate and conduct learning, personally, instead of relying on educators, parents, or other educational factors. The basis of SRL is that students who exhibit self-regulation of their learning, will learn more effectively and will have enduring learning skills.One theorist who had a great impact on the promotion of self-regulation was Zimmerman (2008), who defines it as self-regulation of thoughts, emotions and self-generated actions, which are planned and acquired periodically to achieve personal goals. Through this process students manage their thoughts, behaviors, and emotions so they can successfully steer through their learning experiences. This happens when a student intentionally aims his actions towards the acquisition of knowledge or skills.Self-efficacy is defined as a person’s belief in his or her innate ability towards achieving their goals. Bandura (1982), defines it as a personal judgement of how well one can execute courses of action required to deal with prospective situations. Self-regulation of motivation involves factors such as self-efficacy, goal orientation, and task value. Of these the most important factor is self-efficacy. The research study of Zimmerman and Martinez-Pons (1986), clearly showed a correlation between self-efficacy and self-regulation among the high achieving students from the advanced classes. These students exhibited higher executive functioning skills in terms of goal setting, organization, self-monitoring and self-evaluation. Thus, they showed higher self-efficacy and intrinsic motivation towards their learning.