Introduction: In recent decades there has been a well warranted interest in the topic of self-regulated learning, or more recently, in developing the competency "learning how to learn". Research has shown substantial differences between those students and teachers who work along these lines, as compared to others who do not. This paper studies the effect of an Advisory Program with regard to the way teaching and learning are "designed" and "developed" (carried out). Our point of reference is the DEDEPRO[TM] model (DEsign, DEvelopment and PROduct), referring to regulation and self-regulation of the teaching and learning process (De la Fuente & Justicia, 2001, 2004, 2005). The research takes place in the area of educational guidance, as part of the advisory function offered by the provincial-level Office of Guidance to the Guidance Departments at the secondary schools. Method: A total of 21 teachers and 561 students participated in this experience in educational innovation. A quasi-experimental design was used, with pretest and posttest measurements, and a non-equivalent control group. Based on methodological strategies which the teacher incorporated into his or her daily practice, differences were measured using the Scales for Interactive Assessment of the Teaching-Learning Process, IATLP (De la Fuente & Martinez, 2004), both student and teacher versions. In order to prepare the teachers, a training process was carried out, supported by the Teacher Development Center in Almeria, and in collaboration with Education & Psychology I+D+i (Almeria), which performed an advisory role in the design, intervention, measurements and data processing, as well as EOS (Almeria), who provided the instruments. Results: Scores obtained from the inferential analyses showed that the intervention produced significant effects in specific teaching and learning behaviors, as expected, in comparison to the control group. These were more profound in the area of teaching and learning process Design. Discussion: This experience shows that it is possible to improve the competency of "teaching how to learn" (for teaching staff) and in "learning how to learn" (for students), in ecological contexts, through the Guidance Department, especially if the latter takes on its potential functions in Research & Development & Innovation (R&D&I). (Contains 10 figures and 8 tables.)