Introduction: The purpose of this study was to empirically confirm two conceptual interactions proposed by the IATLP Scales: (1) the combination of the teacher's regulatory teaching and the student's self-regulated learning, in order to produce satisfaction with learning; (2) the relationship of this interaction with students' prior self-regulation. Method: The sample included 2,429 undergraduate students enrolled in education or psychology programs at three universities. Two measures were used: (1) perception of the teaching-learning process, through four subscales from the Interactive Assessment of the Teaching-Learning Process (IATLP), and (2) personal self-regulation, through the Self-Regulation Questionnaire (SRQ). Using a structural equation and correlational design, the study examined the relations between teaching variables, learning variables and students' outcomes following the presage-process-product paradigm. Results: The results offer evidence for a consistent, first- and second-order empirical model (with thirteen and four factors, respectively); and significantly confirm the proposed conceptual theoretical model, suggesting that regulatory teaching was strongly linked to self-regulated learning and to students' successful outcomes. The correlations between personal self-regulation and the proposed model were statistically significant. Discussion: The principles of regulatory teaching are also addressed, being derived from instructional strategies and principles of self-regulated learning. (Contains 2 tables and 3 figures.)