Students and workers require self-regulated learning (SRL) skills to meet the demands of the 21st century. These learners need to be actively engaged in learning by creating successful strategies for themselves directed toward specific goals. Many students, however, are not currently actively engaged in their learning and are thus ill-prepared for a modern, dynamic world. The purpose of this multiple case study was to explore how select Florida high school students engaged in SRL through goal setting and reflective learning. Participants were a purposefully selected sample of three high school juniors from a public school in Florida who practiced goal setting and reflection using a reflective learning log as part of regular classroom instruction. The sources of data were participant interviews and documents. Zimmerman's (1989, 2000) self-regulated learning theory served as the framework for aligning the purpose of the study and the research questions. Through the infusion of goal setting and reflection, participants experienced SRL processes and skills. Major conclusions include the importance of self-awareness of strengths and challenges in the goal-setting process, the role of goal setting and reflection as integral to the selection of targeted strategies, and the value of goal setting and reflection on increased self-efficacy. Future research should explore different strategies for integrating goal setting and reflection into regular classroom instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]