In this closing chapter and commentary to the special issue of "High Ability Studies" focusing on self-regulated learning (SRL) in gifted, high ability, and talented students, I delineate a number of promising challenges and directions for future theory, methodology, research, and applications in the domain of self-regulated learning. I focus on students, in general, and gifted/high ability/talented students, in particular. I begin by discussing needed research in conceptualizing and modeling SRL, including constructing a consistent nomenclature for SRL and cognate variables; developing a tractable conceptual foundation for SRL and its components; and building models that are more refined. I then move on to discuss methodological fissures and shortcomings pertaining to sampling, measurement, and research design and analyses. I continue by pointing out some needed substantive areas of research, such as mapping out the nomological network of SRL, identifying distinct elements in the SRL process, exploring interactions between SRL and context, examining developmental differences in SRL, and further study of individual differences. Finally, I point out a number of promising directions for applications in the realm of SRL.