This study aimed to investigate the types of self-regulated learning and to analyze their characteristics according to the gender of fourth-grade elementary school children. For this purpose, 1,029 boys and 943 girls from the first-year data of fourth graders’ panel of the Korean Child and Youth Panel Survey (KCYPS, 2010) were selected. K-means cluster analysis and multiple regressions were used for statistical analysis for each gender data. The results of the study are as follows. Both boys and girls were found to have three self-regulated learning types. Two common types were “high” and “low” self-regulated types based on each mean of self-regulated learning subdimensions. Further there was a “below average” type in boys and an “average” type in girls. School adjustment in all types of boys and girls was the main variable influencing self-regulated learning. Ego-resilience in boys, and parental child-rearing attitudes in girls was another explaining variable of self-regulated learning for each gender. However family status and friendship variables did not have any significant effect on all types of boys and girls. Based on the results of this study, educational guidance for improving self-regulated learning was suggested.