Despite evidence that self-regulated learning ability is a strong predictor of academic achievement, effective learning and study strategies remain largely underutilized by students in higher education. In a time of extreme nursing shortage when prelicensure programs are operating at capacity, implications for course failure reach far beyond the student. A better understanding of how individual learning approaches impact academic performance is needed for educators to promote the success and retention of novice nursing students. The purpose of this correlational study was to determine if there is a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course. The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 traditional Bachelor of Science in Nursing degree students in the midwestern and south-central regions of the United States. Descriptive and inferential statistics were used to analyze the data. Results demonstrate the predictive abilities of LASSI scale scores related to Anxiety (r = 0.327, p = 0.005), Concentration (r = 0.277, p = 0.019), Information Processing (r = 0.248, p = 0.036), Motivation (r = 0.282, p = 0.017), and Test Strategies (r = 0.313, p = 0.007). In addition, non-native English speakers were found to experience significantly lower grades in the course (r = -0.464, p < 0.001). Findings suggest students new to the nursing program would benefit from training in self-regulated and strategic learning practices. Further investigation into the barriers students identify when incorporating self-regulated learning techniques would assist educators in developing supportive academic resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]