The changes occurred in science and technology affect the content of education directly. In alignment with this change, the upbringing of students from an early age to be able to adapt and improve in alignment with the changing life conditions, to take learning responsibilities, to solve problems, to be able to think critically, to be entrepreneurial and to have communication skills is directly realted to models and methods used in their learning environments. With self-regulated education that emerged in alignment with this perspective, students follow a path that is cognitively, motivationally and behaviorally active during their education. The purpose of this study is to identify the effects of self-regulation based strategic reading on the comprehension, reading motivation and self-regulation skills of 5th grade students. The study was conducted in two middle schools that are in the middle level socioeconomically in the city of Aksaray. An experimental model with pre-test and post-test control group was used in the study. Paired groups were assigned to expeiment and control groups randomly in alignment with the research design. In the test group, a program geared towards improving self-regulation based reading skills was used while the current education program is used in the control group. Reading comprehension scale, motivation and learning strategies scale, reading motivation scale, and reading strategies scale were used as data collection instruments. The findings showed that self-regulation based strategic reading education has an effect on reading comprehension, motivation and self-regulation skills.