This chapter highlights the major contributions of this volume on self-regulation of learning and provides new directions for cutting-edge theoretical and empirical work that could serve to facilitate self-regulation of learning in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their ability to engage in appropriate actions, thoughts, feelings, and behaviors in order to pursue valuable academic goals. This volume engenders reflection among educators and students about the important role of self-regulation of learning for postsecondary education. The contributors provide evidence that self-regulation of learning is an important area of research with significant educational and practical implications for postsecondary education.