The purpose of this study was to investigate self-regulated learning and academic performance in preservice teacher education by incorporating self-regulated learning training into an undergraduate educational technology course. Participants were randomly assigned to three different training modules, which were designed to explore if self-regulated learning skills significantly increased after completing a WebQuest (Dodge, 2001) on self-regulated learning and/or completing self-regulated learning questionnaires. Self-regulated learning was measured by the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991). Goal-setting and technology skill forms were completed at the beginning and end of the semester. During the semester, weekly monitoring and weekly evaluation online forms were completed. An analysis of covariance was performed on MSLQ scores and final course grade among groups. The results of this study did not support the hypotheses that there were significant differences between the treatment and control groups on all but one scale on the MSLQ. Time and study environment was the scale on the MSLQ that was significantly different among the groups. Results also indicated that control of learning beliefs was a predictor of final course grade.