This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The most significant components of the seminar, according to the students, were cognitive knowledge and guidance regarding thesis writing, along with peer learning, and changes in self-efficacy and ability to regulate time and emotion. Students demonstrated self-regulating mechanisms for planning, setting goals, monitoring, self-encouragement, and emotion control. The results emphasize the significance of self-regulation in thesis-writing.