The present study examined the relation between perceived self-regulation and self-actualization in preschool children and elementary school children. Subjects evaluated their self-assertiveness and self-inhibition on the Self-Regulation Scale. Their self-actualizations were rated by classroom teachers. For the data analysis, the children were divided according to their scores on self-assertiveness and self-inhibition in to four types of perceived self-regulation : high-high, high-low, low-high, low-low. In the results, case of preschooler children, their self-actualization is related to the type of perceived self-regulation. In elementary school children, the high-high children and high-low children were rated more self-actualization than did low-high children.