This work-in-progress describes a study intended to determine whether self-regulated learning strategies influence the academic performance of students from the Department of Electrical and Electronics Engineering at Universidad Nacional de Colombia. This research was conducted with 396 students in two terms, who were surveyed about their use of learning strategies using the CEAM II psychometric tool. Later, it was analyzed whether a significant correlation exists between the scores obtained from the questionnaire and the grades reached in two courses of the engineering curriculum. It was found that some strategies are related to the academic achievement for both courses, whereas other ones influence only one of them. From these results, professors are preparing methods and activities oriented to foster the use of these strategies in order to improve the student academic performance in Electrical Circuits and Analog Electronics courses.