In recent years, correspondence high schools in Japan have enrolled students facing diverse challenges, including employed youth, those with experiences of school nonattendance or dropping out, and students with special needs. To address individual students' needs, correspondence high schools have established some courses that encourage regular on-campus instruction, in addition to the course offering only online instruction. In any course, students spend more time on independent study and require self-regulated learning (SRL) skills. This study examined whether the effects of SRL strategies on academic performance and school adjustment may differ across attendance types. We also investigated factors that influence these strategies. We analyzed survey data drawn from correspondence and full-time high school students, focusing specifically on correspondence high school students (n = 1459). Participants were enrolled in one of four attendance types: (1) once-a-month attendance, (2) once-a-week attendance, (3) three- or five-days-a-week attendance, or (4) minimal attendance (online learning course). Multigroup structural equation modeling revealed course-specific differences in how behavioral regulation strategies affected achievement and school adjustment. In the once-a-month and the once-a-week attendance courses, behavioral regulation strategies were positively associated with both academic performance and school adjustment. However, this effect was not observed in the three- or five-days-a-week attendance courses or in the online learning course. Furthermore, autonomous learning beliefs promoted rehearsal strategies particularly in the online learning course. These findings suggest that the role of SRL strategies varies by attendance types. To understand these differences, future research should examine the specific tasks required in each course and the characteristics of enrolled students.