Present study was conducted to examine the structural relationships of action control, academic volitional strategies, achievement goals and self-regulated learning of Hong Kong undergraduates. The sample of this study consisted of 202 Hong Kong undergraduates selected by convenient sampling. Three sets of adapted questionnaire comprising Action Control Scale (ACS), Academic Volitional Strategy Inventory (AVSI), Achievement Goal Questionnaire (AGQ), and Motivated Strategies for Learning Questionnaire (MSLQ) were used to collect data. Cronbach’s alpha and exploratory factor analysis were used to evaluate the reliability and validity of the questionnaires respectively. Path analysis was conducted to examine the relationship among the four constructs being examined. Results supported all four hypotheses, revealing that action control was significantly associated with academic volitional strategies, which was significantly associated with self-regulated learning. Also, action control was significantly associated with achievement goals, which was significantly associated with self-regulated learning. This study provides a new theoretical framework for future learning and motivation research.