This study explores the effects of a student tutoring programme focusing on self-regulated learning. Ninety-three Flemish fifth- and sixth-grade tutees at-risk due to their socio-economic and/or non-native background participated. A pre-post test design was used and the "Learning Motivation Test", "Junior Metacognitive Awareness Inventory", and "Self-Regulated Learning Interview Schedule" (SRLIS) were administered. In line with prior research, the present study demonstrates beneficial effects of student tutoring. More specifically, positive effects on sixth graders' learning motivation and metacognitive awareness are revealed. In contrast, no effects on learning motivation and metacognitive awareness were found for fifth graders. Based on the qualitative analysis of SRLIS, both fifth and sixth graders displayed the use of a larger variety of self-regulated learning strategies after the intervention. Suggestions for further research are discussed in order to corroborate and broaden the findings of the present study. (Contains 3 tables.)