The problem in this project study is that too many student-athletes earn less than a 2.39 grade point average at the study university. The purpose of the project study was to evaluate the self-regulated learning (SRL) skills of student-athletes to determine if there was a statistical difference in skills used among academically challenged and academically successful student-athletes. The study involved using Barry Zimmerman's theory of SRL. An experimental, descriptive research design was employed to study the SRL skills of student-athletes at the study university. Participants completed the Motivated Strategies for Learning Questionnaire to determine their study habits and SRL skills (N = 48). Data determined no significant differences in terms of SRL skills among academically challenged and non-academically challenged student-athletes. Engaging student-athletes to enhance their study and learning skills could decrease the number of academically at-risk student-athletes, increase graduation rates at the study university, and provide students pathways for positive social change with lifelong learning skills that could improve socioeconomics for themselves and their communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]