the purpose of this study was to find the relationship between critical thinking and self-regulation with reading comprehension of iranian female elementary language learners. the present study is a correlational one having a descriptive design. two questionnaires, critical thinking questionnaire and self-regulation questionnaire which were valid and reliable questionnaires and four reading comprehension tests were distributed to the participants. 100 adult participants (all female) who were studying general english at elementary level in kish institute of science and technology took part in the study. to examine the relationship among the critical thinking ability of the participants and their self-regulation with their reading comprehension, the researcher used regression analysis for the scores of the two questionnaires and finally, a strong relationship among the three variables: critical thinking, self-regulation and reading comprehension was found. the results of this study have some main implications for syllabus designers, material developers, and language teachers