Promoting online academic success is complex for underserved, unprepared, educationally marginalized students who display lower engagement. Instructors typically suggest tutoring or generic resources, but two factors found to influence online success are engagement and self-regulated learning (SRL). We embedded then evaluated (a) the GAME plan for student goal setting and (b) instructor informational feedback in a summer online course with 32 participants to intentionally promote regulation and engagement. All participants completed all assignments, set weekly goals, enjoyed this process, and volitionally described how informational feedback increased their motivation to succeed. Participants reported working harder to apply SRL skills, wanted more instructors to give informational feedback, and that affirming skill-building suggestions motivated them to "stick with it" to complete the course.