This thesis aims to explore the relationship among future perspective, self-regulated learning, and learning achievement of junior high school students in Penghu County. Data were collected through questionnaires from 636 ninth graders and analyzed by descriptive statistics and structural equation model. The findings were as follows: Junior high school students in Penghu averagely had good future time perspective and self-regulated learning. The average learning achievement of ninth graders reached the basic level. Socioeconomic status could predict future time perspective, self-regulated learning, and learning achievement. In addition, future time perspective could predict self-regulated learning. Self-regulated learning could predict learning achievement; through self-regulated learning, future time perspective could predict learning achievement as well. Based on the results, suggestions were put forward for teachers, schools, and future researchers.