This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework--that of communal-regulated learning--to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.