Developing learners' ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must "communicate" proximal and long-term goals that have been negotiated by a community of learners, substantially "reward" all positive aspects of the learning process, judge and reward the learning process by assigning "elaborative" learning assessments, realistically "attribute" success and failure to appropriate processes, and "tune" ineffective strategies and goals to allow the curriculum to "evolve" in accordance with learner difficulty and success. (Contains 1 figure and 1 table.)