This study investigated the self-regulated learning strategies employed by secondary school students living in Panti Asuhan Bahagia Sampit.  It attempted to reveal some variables influencing their self-regulated learning strategies in relation to their academic achievement.  Using a qualitative research methodology and a narrative approach, the study was laid upon a social cognitive theory. Drawing from 45 children as the population of the study, six participants were selected for study using a purposive sampling. Each participant was interviewed twice, with each lasted for 20 to 30 minutes. The findings demonstrated that those exhibiting high levels of self-regulation outperform those exhibiting low levels of self-regulation or lacking self-regulated learning. Personal, behavioral, environmental, and situational factors all had an impact on how students underwent self-regulated their learning. The study is set to offer efficient interventions to help secondary school children from orphanages succeed academically by examining those areas.