This study aims to explore middle school students’ use of motivational regulation strategies and their relations with English achievement. One hundred and five grade two students in one senior middle school were investigated by means of a questionnaire on motivational regulation strategies. The data were analyzed with SPSS11.5. Descriptive statistics was performed to understand the overall use of the eight types of motivational regulation strategies by middle school students. Independent samples t-test was run to compare the differences between male and female students in using motivational regulation strategies. Correlation analysis was adopted to explore the relations between motivational regulation strategies and English achievement. It was found that all the eight motivational regulation strategies were used with medium to high frequency; female students tended to use the strategies more frequently than male students; seven of the eight motivational regulation strategies were positively related to English achievement with the exception of negative-based incentive.