Self-regulation of learning (SRL) is an essential ability for academic success in multiple educational contexts, including programming education. However, understanding how students regulate themselves during programming learning is still limited. This exploratory research aimed to investigate the regulatory strategies externalized by 51 students enrolled in an introductory programming course. The objective was to identify the SRL strategies used by these students during multiple phases of the learning process and compare the SRL behavior of high and low-performers. The following research questions guided this investigation: (RQ1) What regulation of learning strategies are used by programming students?; and (RQ2) How do the SRL strategies used by high and low-performing students differ? The findings demonstrate that learning to program involves complex psychological resources (e.g., cognition, metacognition, behavior, motivation, and emotion) and that students present heterogeneity in their SRL repertoire. In addition, high and low-performing students showed significant differences in how they regulate, which can contribute to understanding the factors that may contribute to learning programming. Lastly, we argue that for analyzing SRL strategies, it is necessary to consider the specificities of programming education, which motivated the development of a conceptual framework to describe the identified strategies and regulatory phases in this learning domain.