The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do not use academic self-regulation in the science courses, would perform poorly, and thus leak out of the pipeline rather than proceed further down the funnel. The results of this study provide support for the expected association between self-regulated learning and academic achievement among college students in science courses. These findings suggest that students' self-regulation of learning, self-efficacy beliefs, academic delay gratification, and final course grade are related. Three appendices present: (1) Academic Delay of Gratification Scale (Sample Items) (Bembenutty and Karabenick, 1988); (2) Self-Regulation of Learning Scale (Sample Items) (Bembenutty, 2009b); and (3) Self-Efficacy Scale (Sample Items (Bembenutty, 2009b). (Contains 6 tables.)