This study aims to investigate the effect of a self-regulated learning strategies on developing working memory and achievement goal orientation among high school students. The sample was selected from high school students. The participants in this study were 76 students. Experimental group (EG) consisted of 38 students while the control group (CG) consisted of 38 students.  An experimental pretest and posttest control-group design was used in this study. The self-regulated learning strategies was conducted to the whole class by their actual teacher during the actual lesson period   for 12 weeks with 50 minute sessions conducted three times a week.   The program was designed based on the three basic fundamentals of self-regulated learning strategies, namely ‘cognitive, metacognitive and resource management strategies'. The results of this study indicated great gains for students in the experimental group in among working memory and achievement goal orientation. The study shows that students in the experimental group, compared to those in the control group, develop robust among working memory and achievement goal orientation. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students' among working memory and achievement goal orientation, it is recommended that teachers should learn how to implement these strategies in their lessons to increase their students' performance.