In the current practice of educational psychology there is a need for identification strategies of cognitive regulation processes in learning situations by using established methodology. The aim of the article is to present a new developed instrument for measuring metacognitive learning strategies of students. We constructed twenty seven item self-evaluation questionaire for measuring metacognitive learning strategies. The new developed method was presented to 203 respondents in order to use factor analysis and correlation method and verify the psychometric properties of the instrument. Subscales of the tool have shown satisfying values of reliability. Correlation analysis with the variables of age and education was performed to verify the construct validity of instrument. Correlation analysis between IMS and MAI (Schraw, Dennison, 1994) was also performed to verify the validity of the method.