This study aims to identify the effect of self-regulatory strategies for learning on the development of working memory and directing the achievement goal of secondary school students. The sample was selected from secondary school students. The participants in this study were 78 students. Divided into two groups, the experimental group consisted of 38 students, and the control group consisted of 38 students. The quasi-experimental method was used in the two-group design and pre-post measurement. Self-regulatory strategies for learning were performed on the whole class by their actual teacher during the actual 12-week lesson period, three sessions per week, each session 50 minutes. The program is designed based on three main axes of self-organizing strategies for learning, which are "resource management strategies, cognitive and metacognitive strategies". The Wechsler scale (1997) was used for working memory in its two forms (a) the numerical range, and (b) the extent of the forms, and the development of a measure of achievement goal orientation that measures four dimensions: learning orientation, learning avoidance, performance orientation, and performance avoidance. The results of this study indicated a significant development of the experimental group students in working memory and achievement goal orientation. Where the study concluded that there are statistically significant differences between the experimental and control groups in both working memory and achievement goal orientation in favor of the experimental group, and there are differences between the pre and post measurements of the experimental group in both working memory and achievement goal orientation in favor of the post measurement. The study recommends; Since self-regulatory strategies for learning show a significant impact on students both in working memory and in guiding achievement goals, it is recommended that teachers learn how to implement these strategies in their lessons to increase the performance of their students.