Given the benefits of self-regulation in learning, and the wide spread of academic burnout, it was hypothesized that if the students suffering from this ill knew the self-regulated learning strategies, they would probably use them and free themselves from the abnormality. To validate this hypothesis, a sample of 40 male sixth graders from among all 446 such students in the city of Maku was selected and assigned randomly to two groups of experimental and control. The experimental group was taught self-regulated learning strategies in an extracurricular program consisting of fifteen 50-minute sessions, while the other group went through the regular curriculum. Both groups were pre- and post-tested using the burnout questionnaire. Data analysis revealed, as expected, a significant decrease in academic burnout and its constituents (school fatigue, academic pessimism, and academic inefficiency).