The Department of Educational Foundations at Western Illinois University developed a model preservice curriculum to respond to the problem of preparing teachers who can influence their environment rather than be victims of it and who can effectively transmit that message to students. Entitled Empowerment through Cognitive and Social Management (ECOSOM), the program employs a cognitive frame-of-reference construct which involves the ability to monitor, regulate, evaluate, and modify the learning process. The core of the ECOSOM paradigm is the self-regulated learning model postulated by Reinhard Lindner and Bruce Harris (1992) consisting of epistemological beliefs, motivation, metacognition, learning strategies, contextual sensitivity, and environmental utilization/control. Project ECOSOM is based on the belief that the self-regulated learning perspective in combination with an apprenticeship orientation makes for a potent approach to training future teachers. Project ECOSOM responds to the need for reflective practitioners who value critical thinking and self-regulated learning as "habits of mind" and commitment to the ideals of reflective thinking, assessment, and learning as an ongoing, life-long process. The curriculum relies upon course work, workshops, technological instruction, and participant action research experiences. Charts outlining dimensions of self-regulated learning and characteristics of self-regulated learners are appended. (Contains approximately 50 references.) (JDD)