This study employed a non-experimental quantitative research design using a descriptive-correlational approach to examine the influence of self-regulated learning on students' academic performance in Mathematics. A sample of 69 Grade 10 students from St. Mary’s College of Tagum, Inc. in Davao del Norte was selected through stratified sampling during the 2021–2022 school year. Two sets of survey questionnaires were administered: an adapted survey to assess self-regulated learning and a validated researcher-made test to measure academic performance in Mathematics. Statistical tools such as Mean, Pearson-r, and Multiple Linear Regression were used to analyze the data. The findings indicate that students' self-regulated learning is evident in most instances, while their academic performance in Mathematics, as reflected in summative assessment scores, was generally satisfactory but did not consistently meet expectations. The study revealed no significant relationship between self-regulated learning and academic performance in Mathematics, and no specific domains of self-regulated learning were found to significantly influence students' performance in the subject. Based on these results, it is recommended that further research explore additional variables related to self-regulated learning and academic performance in Mathematics to identify critical factors affecting student outcomes. The findings are valuable for students, mathematics teachers, school administrators, and future researchers as they work to enhance the educational system, evaluate online learning implementation, and develop strategies to improve students' academic performance.