This study investigates the flipped classroom strategy that will be used by an English teacher to improve students' self-regulation. This study uses a quasi-experimental method. The data were collected using self-regulation measurement questionnaires. The questionnaires distributed to the students were adopted from ADPI of (1989) about self-regulation. The number of questionnaires is 28 statements consist of three aspects, namely, cognition, behavior and motivation. Moreover, the indicators consisting of seven aspects to measure, that is to say: 1) Rehearsal Strategy, 2) elaboration Strategy, 3) Self-Testing, 4) Assignment Prepare & Organization, 5) Time Management, 6) Schedule Planning, 7) Learning atmosphere. The research was conducted at SMKIT DARUL FIKRI North Bengkulu. The researcher found that the results of this study showed a statistically significant effect of the Flipped Classroom Model on self-regulation learning. The increase in student self-regulation was seen in the post-test average score of the experimental class of 95.03, higher than the post-test average value of the control class of 75.68. This found proof that the flipped classroom model had a significant effect on students' self-regulation learning.