Working from a cognitive perspective, a range of studies have supported the relationship between study strategies and academic performance of college students (e.g., Peverly, Brobst, Graham, & Shaw, 2003). In particular, self-regulatory processes comprised of learner-directed activities geared toward promoting academic achievement have been linked to the use of study strategies and to the achievement of academic goals (Zimmerman, 2002). Similarly, the neuropsychological construct of executive functioning describes independent and purposive behavior as comprised of skills in goal setting, planning, organizing and executing (Lezak, 1995). The purpose of this study was to examine the relationship of executive functioning as measured by the Executive Functioning Rating Scale (Lott & Petersen, 1998) and self-regulatory processes and strategy use as measured in the LASSI (Weinstein, Palmer, & Schulte, 1987). A secondary goal was to examine the relationship of executive functioning to students' perceptions of life problems. Simultaneous multiple regression procedures indicated a good fit between the two constructs. Executive functioning was also related to students' perceptions of life problems. Implications for educators and support professionals as well as for further research are included.