The current study explores the relationship between self-regulated learning strategies and English proficiency in L2 settings, focusing on Korean college students. 170 participants were assigned to low-, medium-, and high-proficiency groups based on their English performance. In the study, a background questionnaire, a questionnaire for self-regulated learning strategies, and a TOEIC subtest was employed. The findings revealed that there were significant differences among groups on the motivation and learning strategy scales. The learners in the high-proficiency group were aware of the importance of intrinsic goal and metacognitive self-regulation strategies while both the intermediate and advanced learners indicated significantly larger outcomes than lower proficiency learners in terms of task-value, self-efficacy for learning performance, rehearsal, elaboration, critical thinking, and peer evaluation. Pedagogical implications for L2 acquisition have been suggested based on the results.