This literature review explores the effectiveness of self-regulated learning (SRL) practices in public school classrooms as a means of improving student engagement, motivation, and academic success. Data was gathered from a collection of peer-reviewed articles on varying topics as they relate to self-regulated learning and student engagement, specifically the concepts of student choice, intrinsic motivation, self-efficacy, and authentic learning. Overall findings indicate that classrooms focused on supporting students' self-regulated learning processes enhance students' levels of engagement.