In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire's discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: (1) targets individual psychological changes that render individuals adaptable to existing social orders; (2) is guided by a logic to prescribe a certain kind of self; and (3) produces a relationship of dependence as learners depend on teachers for learning the necessary scripts to regulate their learning. This analysis points to ethical complexities related to teaching students to academically self-regulate.