The aims of this systematic review were to identify, describe, and synthesize the characteristics and effectiveness of self-regulated learning training programs on primary education students' self-regulated learning and academic achievement. The study implemented a systematic review protocol that encompassed both primary and complementary literature searches to ensure the comprehensive inclusion of unbiased studies. Subsequently, the results were analyzed by narrative content analysis. After the selection process, 10 studies were finally qualified for data extraction and review. The results revealed that the selected interventions had a statistically significant positive impact and effectiveness in fostering students' self-regulated learning. Additionally, many of them seemed to be effective in terms of improving pupils' academic performance. Nevertheless, this systematic review emphasizes the necessity for additional studies employing robust evaluation research designs to enhance the quality of research in this domain.