Massive Open Online Course (MOOC) is among the innovations in online learning environments that attract a significant interest among students but they have a high drop rate. Due to MOOC's high attrition rates, this study investigated the relationship between academic engagement in MOOCs and self-regulation learning strategies. The correlation method was used for this research. Questionnaires of academic engagement (Reeve and Tseng, 2011) and self-regulated learning strategies (Pentrich and De Groot, 1990) were used. An online survey was embedded at the end of MOOCs with enrollments asking for learners' voluntary participation in the study. The survey results from 295 participants indicated that there is a positive and meaningful relationship between cognitive, metacognitive strategies, and motivational beliefs with academic engagement in MOOCs. In addition, Self-regulated learning strategies and motivational beliefs were able to explain 41% of the changes in academic engagement. the findings highlight the critical need to enhance self-regulation learning strategies in MOOCs. This study should be extended to investigate practical ways to encourage MOOC learners to adopt learning strategies. [For the full proceedings, see ED630948.]