An attempt was made to build a structural model of the relationships over time among intrinsic motivation, self-efficacy, and self-regulated learning. Structural equation modeling using the LISREL computer program was used. The presented model put the motivational constructs of intrinsic motivation and self-efficacy as temporally preceding self-regulated learning (defined as a behavioral constellation of monitoring, elaboration, and effort management strategies). Intrinsic motivation at the beginning of a college semester (Time 1) was conceptualized as directing behaviors and sense of efficacy; strategic behaviors were considered to influence both motivational constructs at the end of a college semester (Time 2). The results of a study with 367 college students who completed measures of motivational beliefs and strategies (the Motivated Strategies for Learning Questionnaire) indicate that intrinsic motivation and self-efficacy had substantial effects on self-regulated learning, and intrinsic motivation had a strong effect on self-efficacy. While self-regulated learning at Time 1 had a small positive effect on intrinsic motivation at Time 2, self-regulated learning had no effect on self-efficacy at Time 2. The results suggest that an orientation to learning and mastery results in higher levels of efficacy and deeper cognitive engagement. A subject's belief in his or her capabilities was more likely to lead to higher levels of self-regulated learning. Four tables and one figure illustrate the discussion. (Author/SLD)