The study explored the practice of self-regulated learning (SRL) by university students in health professions programmes in an international medical university. Undergraduate students recruited from five different programmes took part in Focus Group Discussions. The data collected were analysed thematically following which three major themes were identified. It emerged that students had different goal orientations and had varied expectations from the university and therefore diverse academic orientations. These factors directed the practice of SRL by the students who applied different personalised study techniques for regulating their learning to reach their goals. Their view on success depended on their personal disposition, their goals and was contextual to their pattern of engagement. The 21st century learners were found not leaning heavily on academic pursuits alone but were equally focused on their self-development in terms of soft skills like communication and networking, leadership, problem-solving etc. and to gain a wholesome university experience. The findings of this study highlight the need for universities to meet the futuristic demands of the current students to acquire the qualities required for the future job market.