To see the effects of learning self-regulated learning strategies on math problem-solving skills among high school students, a sample of 271 randomly selected high school male and female freshman students was given a motivational questionnaire and a math test. Another sample of 58 purposefully selected students were also tested and questioned. The results show that those students with better performance on the math test were more self-regulated in their learning. Furthermore, those who were lower on self-regulated learning benefitted from learning how to use such strategies in order to improve their math performance.