Abstract-In the past two decades, self-regulation has been the center of heated debate in educational psychology. The present study attempted to investigate the relationship between Iranian EFL learners' selfregulated learning components and vocabulary knowledge and reading comprehension .To fulfill this objective, a 60-item vocabulary and reading comprehension TOEFL test was administered to a sample of 250 male and female college students majoring in English Teaching, English Language Translation, and English Literature. The Persian version of -Self-regulation Trait Questionnaire‖ was administered to the same participants. Pearson correlation procedure was used to analyze data. Results indicated that the correlation between selfregulated learning components: planning, self -checking, effort and self-efficacy gave mixed results. That is to say, two of the correlation coefficients, self -checking and effort were significant while the other two, planning and self-efficacy, were non-significant.