Problem Statement: self-regulating learning is important in education, work and life situations. So it necessary that researches investigate origins of self-regulating and factors that related to it. One factors that effect on self-regulating is perceptions of class and university activities. Purpose of Study: The aim of this research is studying the relations among classroom perceptions, and self-regulating and predicting self-regulating by perceptions of class activities components. Research Methods: To do the study, a multi-stage cluster sampling method was used and a sample of 600 students from Iranian students, were selected, Students’ The motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), and Students’ Perceptions of Classroom Activities (Gentry, Gable, & Rizza, 2002), were administrated to students as a group. Questionnaires validity and reliability were verified. Findings: The results of Pearson correlation showed that the mutual correlations between all components of classroom perceptions, (interest, joint, challenge and choice), with self-regulating were positive and significant statistically (p<0.01). Results of regression analysis show that self-regulating learning was predicted by perceptions of class activities (F (4,487) =13/23, p<0/001). Conclusions: For incrasing self-regulating learning is essential to considering perceptions of class and university activities.

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