Well-developed, problem-solving skills are essential for any student enrolled in a science, technology, engineering, and mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the entire solution allows a solver to identify errors within a solution and make adjustments as necessary. To highlight this aspect of problem solving, the authors developed a framework that introduces students to monitoring (M) alongside the more traditional aspects of problem solving models: analyzing the task (A), creating a plan (C), and executing the plan (E). This ACE-M framework has been successfully implemented in lower division chemistry, mathematics, and physics courses. Students enrolled in courses where ACE-M was used as the foundation for problem solving instruction reported improved problem-solving self efficacy and more monitoring while solving problems. With this explicit instruction on self-monitoring, students are now introduced to expert problem-solving skills that will benefit them in their STEM careers.