Research on self-regulated learning has focused predominantly on a static individual level to explain various strengths and weaknesses of learners. However, much learning today is highly interactive and technologically enhanced, which an individually oriented perspective to regulated learning does not consider. In this article we discuss regulation by bringing situational and contextual variation of regulated learning into focus. We introduce a situative perspective on regulation of learning and give arguments and examples on how it can offer a way to conceptually and empirically grasp multiple layers of regulated learning in social contexts. We also compare the given perspective with sociocognitive and sociocultural perspectives to regulated learning. We conclude that the situative perspective can significantly enrich understanding about individual and group learning as a regulated activity, because it offers a way to examine regulation beyond the individual while not losing sight of learners as individual subjects.