The purposes of this study were to examine the relation among students’ action orientations, goal orientations and motivational regulation strategies and investigate motivational regulation strategies use of junior high school students toward mathematics learning. The participants were 506 students from 8 junior high school in Taiwan. The statistical methods used to analyze the data were hierarchical regression analysis and one-way repeated measures ANOVA. The results of this study were as followings: (a) junior high school students differed in six types of motivational regulation strategies, (b) action orientation could positively predict junior high school students’ six types of motivational regulation strategies, (c) six types of motivational regulation strategies could  be positively predicted by approach-mastery goal orientation, avoidance-mastery goal orientation, approach-performance orientation, and avoidance-performance orientation; however, the former two were the best predictors, and (d) students’ action orientation and motivational regulation strategies were mediated through goal orientations. Based on the results in this research, suggestions for further studies were proposed.