The research problem was the self-regulated learning in domains of reading, writing and mathematics, considering the importance of self-regulation in learning and life of an individual in general. The aim of this research was to investigate how much the students, future masters of primary education, use the strategies of reading, writing and mathematics. The hypothesis is that students at higher levels of education use more strategies of reading, writing and mathmatics compared to the students at the lower levels of academic education. The examinees in the research were students in the first year (N=65), and students in the fifth year of faculty (N=58) at the Department of teacher education in Gospić, the University of Zadar. The participants of the research filled in three standardized questionnaires of self-evaluation: Questionnaire of writing strategies (Nikčević-Milković, 2012.), Questionnare of reading strategies (Kolić-Vehovec and Bajšanski, 2001.) and Questionnaire of learning strategies (Lončarić, 2014.), which was also adapted to the domain of mathematics. The findings show that the students in their fifth year statistically use the adaptive strategies of active understanding while reading significantly more than the students in the first year of faculty. They also use adaptive strategy of repetition, control and the outcome of learning, elaboration and appliance in learning mathematics more than the first-year students. Maladaptive strategy of minimum learning requirement while learning mathematics is statistically used by the fifth-year students to a much lesser extent that the first-year students. Statistically, fifth-year students generally use (meta)cognitive strategies more than the first-year students.