Chinese college students majoring in medicine participated in this study by completing two questionnaires about their use of self-regulated learning (SRL) strategies and self-efficacy beliefs in studying English as a foreign language. Data on participants' performance on two English written exams and one oral English test were also collected. Statistically significant relationships between the use of SRL strategies, self-efficacy beliefs, and achievement in learning English were noted, providing additional validity information for the scores from the two questionnaires developed in a previous study (Wang & Pape, 2005). Participants' self-ratings of self-efficacy and use of SRL strategies; however, were not high. Students who read articles before reading questions had better performance on English written exams than their counterparts. Implications of the results in a Chinese English instruction context are also discussed.