The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training.