This study aims to investigate the effect of self-regulated learning strategies on developing creative problem solving and academic self-efficacy among intellectually superior high school students. The sample was selected from students in high school in the Sultanate of Oman. The participants in this study were 80 students. The experimental group (EG) consisted of 40 students while the control group (CG) consisted of 40 students. An experimental pretest and posttest control-group design was used in this study. The self-regulated learning strategies was conducted to the whole class by their actual teacher during the actual lesson period for 12 weeks with 50-minute sessions conducted three times a week. The program was designed based on the three basic fundamentals of self-regulated learning strategies, namely ‘cognitive, metacognitive and resource management strategies. The results of this study indicated great gains for students in the experimental group in creative problem solving and academic self-efficacy. The study shows that students in the experimental group, compared to those in the control group, develop robust creative problem solving and academic self-efficacy. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students’ creative problem solving and academic self-efficacy, it is recommended that teachers should learn how to implement these strategies in their lessons to increase their students’ performance.