This study aims to study the evolution of self-regulation skills when adopting B-learning schemes among undergraduate students, using a sample of 68 students who use a blended learning strategy. This study was designed as a longitudinal study to grasp the evolution of self-regulation skills among learners over a one year of adopting blended learning classes. Repeated measures ANOVA design has been used to analyze the longitudinal data over three waves survey. Repeated measure ANOVA was used to test the change of the groups’ mean over time. The data of the study has been collected through three waves from the undergraduate students. The three waves of data collection were spaced four months apart. The study found that help-seeking and self-evolution have evolved significantly while the environment structuring, goal setting, time management, or task strategies skills didn't evolve significantly. The study has come up with practical recommendations of how to improve the interaction between learners and the blended learning scheme