The present study illuminates the efficacy of self-regulated learning in learning psychology at Master of Education level in Bharathiar University,Coimbatore. Experimental method was adopted for the study. Qualitative and quantitative approach was adopted in the study. Twenty seven students were studying at M.Ed in Bharathiar University were involved as subjects for the study. Researcher self-made Achievement tests were used as tools for the study and validity and reliability were well established for the two tools. Descriptive and inferential statistics were used for the study. Single group Experimental method was followed in the study. After constructing an achievement test based on blue print,  a pre-test was administered towards the 27 students and evaluated the answer scripts. The following Framed Activities were given to the students. Acivity1.Topic given and collect the information from the internet. Activity 2. Collecting information from the library. Activity 3.Searching the information related to the topic from given package. Activity 4. Collecting information on the topic from attending seminar. After involving the above mentioned activities, students were tested by using another achievement test which was considered as a post-test for the study. In the pre-test, students scored only 34 percentage of marks in lecture method but in self-regulated learning students scored 78 percentage of marks. It proves the efficacy of Self-regulated Learning is more effective by using self-activated activities. There is a significant difference in achievement mean score between pre-test and post-test in learning psychology. Self-regulated learning is more effective than lecture method in learning psychology at Master of Education in Bharathiar University,Coimbatore. Suggestions: the self regulated method may be implemented in Higher Education to revamp the quality of the learners.