This reflective article examines how course designers utilized multiple frameworks for motivation and educational psychology to support learner self-regulation in an open, self-paced learning experience. The author provides specific applications and opportunities to better support self-regulation in the future in both the forethought and the self-reflection phase of Zimmerman's sociocognitive model of self-regulation. The article concludes with a summary of design decisions that supported self-regulation in this context as well as questions intended to help designers of similar learning experiences consider how to best support self-regulation in their context.