The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. In the field of TESOL, self-regulation has been categorized into dimensions and linked with possible application tools to help ESL/EFL students better apply and develop related skills (Andrade and Evans 2013, 2015). Although these applications have seen some success, the administration of one intensive English program felt that its center's self-regulated learning program was ineffective for teachers and students. Therefore, curriculum designers evaluated the center's program, compiled data, and formed design specifications for an improved program. Their specifications were used to develop an interactive, online course for students to complete outside of the classroom. The resulting course could then be augmented within the classroom to encourage students to apply self-regulation in their various content areas. This article describes our process in developing an online, module-based supplementary instructional product for an intensive language program and can benefit developers with an interest or imperative to create a similar product.