There is a movement in secondary education praxis across U.S. public schools and policy makers that recognizes the value of developing the capacity for academic self-regulation in learners. While there are many interpretations of self-regulation, in this context self-regulation refers to a learner's capacity to understand their own learning as a long-term process and to apply learning behaviors with intentent. In the world language classroom, the LinguFolio was developed with the goal of creating self-regulated learners. Central to the LinguaFolio's portfolio design are activities that require learners to self-assess their growth and to reflect upon their learning activities. While a growing body of quantitative research has begun to support a correlation between the LinguaFolio and increased self-regulatory behaviors, there is very little qualitative research that seeks to explore the learner's role in or perception of the instrument. This qualitative study was designed to generate insight from the learner's perspective by employing a qualitative analysis of student written reflections and focus group discussions. The participants in this study were 14 students from world language classes in Shaker Heights High School. All the students were chosen from a cohort of language learners in four different courses that had successfully completed a two-year pilot of the LinguaFolio system. The findings indicated that students were regularly engaging in self-regulated learning behaviors when interacting with the LinguaFolio and that they valued the reflective component more than the "can do" statements. Emergent trends highlighted the challenges of meaningful interaction when portfolio elements are hosted online. Further research is needed to explore the impacts of alternate modalities of interaction with the portfolios system. [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.]