Undergraduate medical education is experiencing a paradigm shift, where traditional lecture-based environments are being replaced by active learning experiences. Yet, research is needed to demonstrate successful educational interventions, particularly in situations where technology-enriched learning environments promote student use of self-regulated learning strategies. The educational case report presented here describes a course redesign project within a pre-clinical Neuroscience module, where a blended learning design was incorporated. Online self-guided learning modules aligned with interactive and high-yield case study discussions. A mixed methods approach gathered voluntary and nuanced feedback from participants. Learners demonstrated improved academic performance, satisfaction with the instructional design, and abilities to augment key professional skills, such as clinical reasoning, critical thinking, and other professional competencies. Proper design and implementation of technology-enriched learning environments is necessary so that learners benefit from their uses of self-regulated learning processes. This contextual case study is likely relevant to other educators from any discipline who are challenging the status quo, and trying to implement technology-enriched approaches within their curriculum.