The purpose of this study was to investigate the effects of self-regulation learning strategies training on the academic performance (reading and mathematics) and executive functions. Study included 55 students. Twenty seven were selected as an experimental group from Omar Makram primary school. Twenty eight student were selected from Alethad primary as a control group. The design of research was quasi-experimental method with pre-test and post-test. At first, the experimental group was tested with executive functions and recording academic scores of reading and mathematics. We build self-regulation strategies learning program. The experimental group were taught the self-regulation learning strategies sessions and the control group didn't receive anything. The two groups were compared in post-tests. Data was analyzed by Mann-Whitney and Wilcoxon. The results of the study indicated that the teaching of self-regulation learning strategies has had a significant effect on the academic performance and executive functions of the students.