This study sought to determine whether frequent goal setting could increase the use of self-regulated learning strategies in at-risk college students. The students' locus of control, task value for their course, and self-efficacy were also examined in an effort to determine whether frequent goal setting would have an impact on those variables. The study used a comparison group pretest-posttest quasi-experimental design with one control group and three experimental groups. Participants included 150 at-risk college students from a community college in the Southeastern United States. Findings indicate that the use of frequent email reminders to promote goal setting did not cause an increase in the use of self-regulated learning skills. Frequent email reminders to set goals also did not increase the students' self-efficacy, task value for the course, or internal locus of control. However, the results indicated that at-risk college students may have an unrealistically high level of self-efficacy, which may interfere with their interest in setting goals and improving their learning strategies. Recommendations for future research suggest that the level of self-efficacy of at-risk college students be compared to the self-efficacy among more typical college students at a university. Furthermore, recommendations suggest that goal setting be completed in writing in order to prove that the student actually set a goal. In addition, the results suggest a cyclical relationship between goal setting and self-regulation, rather than a causal relationship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]