Numerous benefits of student-centered web-based learning environments have been documented in the literature; however the effects on student learning are questionable, particularly for low self-regulated learners primarily because these environments require students to exercise a high degree of self-regulation to succeed. Currently few guidelines exist on how college instructors should incorporate self-regulated strategies using web-based pedagogical tools. The scope of this paper is to (a) discuss the significance of self-regulation in student-centered web-based learning environments; (b) demonstrate how instructional designers and educators can provide opportunities for student self-regulation using web-based pedagogical tools; and (c) redefine the role of the instructor to support the development of independent, self-regulated learners through the use of web-based pedagogical tools.