Self-regulated learning, information literacy and readiness for IT society have been investigated independently. The present study is, therefore, designed to investigate the relationships among these abilities. A scale of self-regulated learning ability, or self-educational ability, devised by Mori et al. (2001), contained 7 subscales: interest in learning subjects, self-directed thinking, learning method, self-monitoring, planning, independence, and self-actualization. A scale of information literacy, devised by Takahira et al. (2001), contained 6 subscales. A scale for readiness for IT society, devised by Kobayashi et al. (2000), is to measure the ability which is necessary to participate in IT society in an adaptive way. A total of 789 students were asked to complete these 3 kinds of questionnaires. The results indicated that students of high self-regulated learning ability have high information literacy and high readiness for IT society. Especially, interest in learning subjects and planning were strongly associated with information literacy, while self-monitoring was strongly associated with readiness for IT society. These results were discussed in relation to Japanese educational policy and educational reform in a rapidly developing IT society.