Aim: The purpose of present study was to examine the effectiveness of self-regulation strategies training on the academic achievement and self-efficacy for blind students in physics course. Methods: The research methodology was experimental and its type was quasi-experimental and pre-test-post-test. For this purpose, first-graders blind female students were selected from two blind high schools in Tehran. The type of sampling was convenience sampling. In each class, 10 blind students were educated. One of those classes was chosen as a test group and the other one was as a control group. Self-regulation strategies training is taught to the test group in 12 sessions each of which was about 45 minutes. On the other hand, the other class was considered as the control group, and this program is not taught to them. To measure the variables, we used the questionnaire of self-efficacy research of Fencl and Scheel physics course (SOSESC-p). Also, to measure the academic achievement, we used the scores of Forty-question self-made test from the first high school physics book. Questionnaires were given to the students before and after the training courses. Results:  The results showed that the experimental group had better performance compared with the control group in self-efficacy and academic achievement parameters in physics course. Conclusions: The research demonstrated that the self-regulated learning strategies had a great impact on the self-efficacy and achievement of blind students in physics course.