This study, titled “Self-Regulated Learning Strategy on Students’ Writing Skills: A Descriptive Correlational Study”, was conducted to analyze the relationship between self-reguated learning (SLR) strategies and students’ writing skills, focusing on grammar, punctuation, and mechanics. Utilizing a descriptive-correlational research design, the study involve 80 Bachelor of Secondary Education students from the University of Mindanao-Peñaplata College in the academic year 2024-2025. Stratified random sampling was used, and data were collected through a validated questionnaire. Statistical tools, including mean, Pearson-r, and regression analysis, were employed to analayze the data. The findings revealed that students exhibited high levels of SRL strategies in planning, monitoring, and evaluating, with planning significantly influencing their writing skills. However, students’ writing skills were categorized as moderate, indicating areas for improvement. A significant moderate positive correlation with an r-value of 0.536 and p-value of less than 0.001 was identified between SRL strategies and writing skills, emphasizing the role of planning in enhancing performance. These results hghlight the importance of integrating SLR strategies, particularly planning, into writing instruction. The study concluded that while SRL strategies positively impact writing skills, targeted interventions are necessary to address challenges in grammar, punctuation, and mechanics. Recommendations include curriculum integration of SRL training and leveraging technology to support skill development, addressing global challenges in preparing students for effective communication in the 21st century.