Introduction: This study aims at examining the relationship between personality traits and self-regulated learning strategies with academic performance of second grade high school students in Eghlid.
 Materials and Methods: The statistical community of this objective-correlational study consisted of the whole second grade high school students in Eghlid in the academic year 2014-15 and via multistage random cluster sampling eight schools were chosen in Eghlid and one class was randomly selected in every school and all the students of the class were directed to take part in the presented paper as a statistical population. In order to collect data we used NEO Personality features Inventory (1992), self-regulated learning questionnaire by Pintrich and Degroot (1990) and academic performance inventory by Pham and Taylor (1990). In order to analyze the data Pearson correlation coefficient test and multiple regression were applied simultaneously.
 Results:The research findings indicated that there was a significant inverse relationship between neurotic personality traits and academic performance and there was a significant positive correlation between agreeableness and conscientiousness with academic performance. The aspects of neuroticism inversely and conscientiousness directly are able to predict students’ academic performance.
Conclusion: It seems that the metacognitive strategy can predict students’ academic performance directly.