Objective: The study aims to help college students to improve their academic achievement and school adaptability by exploring the effects of self-regulated learning strategies on their academic achievement. Methods: Based on the results of the self-regulated learning strategy test of D-college freshmen, a one-way ANOVA was conducted among groups classified according to academic achievement, and correlation analysis and multiple regression analysis were performed to identify the relationships between and effects of self-directed learning strategies on academic achievement. Results: The results of this study are as follows. First, there was a significant difference in self-regulated learning strategies between the high academic achievement group and the middle-low academic achievement groups by academic achievement. Second, the correlation between self-regulated learning strategies and academic achievement was a statistically significant. Third, sub-variables such as memory, tension maintenance, motivation, and action strategy under the self-regulated learning strategy had significant effects on academic achievement. Conclusions: Through this study, differences between groups were verified, and specialized strategies for expanding interest in the low, middle, and high academic achievement groups are required. The regression analysis revealed that curriculum reorganization to improve memory, psychological condition survey, learning attitude monitoring, and support for learning strategies and acquisition of practical skills is necessary.