This paper shows how PARSEL modules help to realize the German standards in practice. After analyzing the disappointing results of the TIMSS- and PISA-studies, which caused a kind of "PISA-shock" in Germany, and looking at school systems of winning nations, several changes have been initiated in the German educational system. The most radical change to the German school system may be the introduction of national education standards in 2004. These standards do not only focus on the content as did the former curricula, but also stress the development of competences, which should be attained by the ninth and tenth-grade students who reach the middle level (Secondary I) examination. Pre-tests (questionnaire and group interviews) indicated that the students like to do experiments, like to work on topics from their everyday life, and they consider science (chemistry) to be an important school subject. Furthermore, the pre-tests showed that students like to self-regulate their work, to choose their own content and goals, and to invent their own ways to solve problems. But, this was only partly true; deeper interviews revealed that at least low-achieving students aim to be prepared for the next test, and they prefer well-structured lessons, which are usually dominated by a well explaining teacher. More surprisingly, we identified that student opinions changed after studying PARSEL modules. For example, after completing the module "Which soap is best?" students reported that they really enjoyed the feeling of autonomy and the inclusion of everyday life topics during their self-regulated learning process. (Contains 1 table.)