The purpose of this study was to examine relationships among adjustment to school, adjustment to physical education classes, and a self-regulated learning strategy in physical education classes. The participants were 420 university students (male=248, female=172, mean age=18.70 yr, SD=1.23 yr), who completed a questionnaire assessing their adjustment to school, adjustment to physical education classes, and a self-regulated learning strategy for physical education classes. The researchers implemented a hypothetical model by utilizing structural covariance analysis. The results were as follows: (1) The hypothetical model showed acceptable fit indices (GFI=.94, CFI=.95, RMSEA=.079); (2) a self-regulated strategy had a positive effect on intention of solidarity (β=.31, p<.01) and adjustment to physical education classes (β=.58, p<.01); (3) intention of solidarity had a positive effect on sense of comfort (β=.43, p<.01), existence of task and purpose (β=.29, p<.01), and absence of feelings of inferiority (β=.20, p<.01); (4) adjustment to physical education classes had a positive effect on sense of comfort (β=.34, p<.01), existence of task and purpose (β=.39, p<.01), feelings of acceptance and trust (β=.33, p<.01), and absence of feelings of inferiority (β=.15, p<.01). These results suggest that a self-regulated learning strategy is connected to adjustment to physical education classes, with the latter leading to enhanced adjustment to school.