This study examined the effectiveness of embedding self-regulated learning (SRL) prompts in a video designed for the flipped class model. The sample included 32 undergraduate participants who were randomly assigned to one of two conditions: control (video) or experimental (video + SRL prompts). Prior knowledge was measured with a pre-test, SRL was measured with a concurrent think-aloud, and learning outcomes were measured with a posttest. Results indicated that monitoring of understanding was significantly related to pausing and restarting the video during the learning task. Additionally, participants who receive the embedded prompts in the video engaged in more SRL processes (e.g., activating prior knowledge, monitoring understanding and controlling the video). Furthermore, the embedded prompts enhanced instructional efficiency, as evidenced by the significant difference in learning outcomes and non-significant difference in mental effort.