The purpose of this study was to explore the motivational problems and regulation strategies as well as their relationships in self-regulated learning among technological/vocational college (TVC) students. The participants were 194 college students from a TVC in southern Taiwan. With an open-ended questionnaire, this study collected motivational problems faced by the students in four authentic learning situations (attending a lecture, studying for an exam, writing a report, writing homework) and their corresponding strategies for regulation. The results indicated that the motivational problems and regulation strategies were both full of variety, and the regulation strategies used were related to types of motivational problems. No matter whether the course was selected by the student or designated by the researcher, the students tended to choose problem- oriented information processing and volitional strategies, instead of intrinsic or extrinsic motivational regulation strategies related to motivational beliefs. Based on the results, the author has presented suggestions for future studies.