This study sought to investigate the nexus between selected cognitive and motivational components of SRL strategies and reading comprehension achievement, along with the impact these components of the self-regulated learning construct might have on the English academic reading comprehension of 350 EFL learners (Female, N=181, Male, N=169) enrolled in different government high schools in Hawassa city. Located within the pragmatic research paradigm, the study employed an embedded correlational survey design and considered a multistage cluster and stratified purposeful sampling techniques to select participants. The data were collected using pilot-tested instruments, such as a survey of reading strategy (SORS), reading self-efficacy belief scale, reading goal orientation questionnaire, TOEFL standard reading test, and semi-structured interviews, while descriptive (i.e., mean, standard deviation, and frequency), inferential statistics (i.e., Pearson product-moment correlation, hierarchical multiple regression, standard multiple regression, MANOVA, ANOVA, Bonferroni post hoc test), and thematic analysis were used to analyze the data derived from the forgoing tools. Results revealed that the participants moderately use metacognitive reading strategies and problem-solving reading strategies were the most frequently utilized strategies, followed by global and support reading strategies when reading English academic text. Students also reported having mediocre self-efficacy beliefs and espoused significantly more mastery goals toward reading comprehension. Significant positive correlations were found between the reported use of metacognitive reading strategies and reading comprehension achievement, between reading self-efficacy belief and reading comprehension achievement, and between reading mastery goal and reading comprehension achievement. Furthermore, significant correlations were reported among reading self efficacy, overall categories of reading strategies use, reading mastery and performance approach goals. The analysis of hierarchical multiple regressions also showed that self regulated learning components had significant independent (reading self-efficacy 19.6%, strategies use 6.7%, goal orientation 5.6%) and combined (32%) contribution to reading comprehension. Based on gender, reading proficiency, and reading self-efficacy level, significant differences in the overall and category of strategy uses and goal espousals were also discovered. The qualitative dimensions of the research also added to a better understanding of the roles the three self-regulation components play in EFL reading. The study suggested that efficacy beliefs, reading strategies, and mastery goals to be promoted in the regular classroom course of instruction in reading, and EFL teachers to consider cultivating learners’ ability to regulate their learning