The current study investigates the direct and indirect relations between motivation to participate, as measured by self-determination theory, goal orientation at the start of the training and use of self-regulation strategies during a formal training. In total, 717 employees completed a questionnaire that consisted of existing scales that were adapted and validated for the context of work-related learning. Results show a positive direct relation between autonomous motivation and a mastery-approach goal orientation, and the use of self-regulation strategies. A significant indirect relation of autonomous motivation through a mastery-approach goal orientation was also found. In addition, results pointed to a negative impact of work-avoidance goal orientation on the use of self-regulation strategies. The latter approach also fully mediated the relation between controlled motivation and a-motivation on the one hand and self-regulated learning on the other. These results point towards the complexity of the relation between motivational dimensions and quality of learning in work-related learning.