This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement with a creative problem-solving (CPS) task. Theoretically, forethought influences performance, which subsequently influence self-reflection. We examined three forethought processes (self-efficacy, interest, & strategic planning), one performance process (strategy use), and one self-reflection process (self-evaluation). Strategic planning predicted strategy use during the task; however, strategy use did not predict self-evaluation. Contrary to assumptions that strategy use during the CPS task would be the best predictor of self-evaluation, self-efficacy before engagement best predicted self-evaluation. We also investigated the predictive relationships between SRL and four CPS outcomes including the number of ideas (fluency), number of ideas types (flexibility), idea uniqueness (originality), and idea usefulness (usefulness). Self-efficacy and strategy use predicted fluency and flexibility whereas interest predicted the originality of ideas. No variables predicted idea usefulness.