This study explored whether Self-Regulated Learning (SRL) practices positively impacted urban students' performance in four Grade 8 science classes. Two classes were randomly assigned to an SRL intervention; two were assigned to a conventional teaching condition. Data were collected using a unit test, a district mandated assessment, and on-time homework completion. MANCOVA analysis indicated that the SRL intervention was related to a significant increase in homework completion and a trend toward improved knowledge of science content.