Objective(s): To use self-control and self-determination theories in a grit model with self-control as a mediator of autonomous learning and well-being. Method: A cross-sectional online survey using a convenience sampling approach was employed to recruit 511 university students (70.6% female) with an average age of 25. Results: Grit was positively related to self-control, autonomous learning, and grade point average (GPA). Additionally, self-control had a mediated effect on the relationship between grit and autonomous learning, and between grit and well-being. Conclusions: Findings offer insights on the role of self-control in enhancing autonomous learning and GPA among gritty students. Implications are also offered for research and practice in higher education settings.