Successful writing requires self-regulated writing because of the complex and demanding nature of writing. Self-regulated writing is based on the interplay of metacognition and motivation. In order to enable students to become better self-regulated writers, certain metacognitive and motivational characteristics such as metacognitive strategy knowledge, self-efficacy, intrinsic task value, mastery orientation and writing beliefs can be promoted. This article presents the results of a study in which a short tutor-led course attempted to change these characteristics in students. Positive changes were found in metacognitive strategy knowledge, self-efficacy, and writing beliefs. We discuss the role of metacognitive strategy knowledge and point out that its role in established models of self-regulated writing is still too unspecific.