Within the framework of new study programs for Portuguese mandatory education, we carried out a research program at the school "Nossa Senhora do Rosario," under the coordination of this article's first author. Self-regulation of learning is the conceptual framework for the project, called "(Des)venturas do Testas" ["Testas's (Mis)adventures"]. With our basis in the sociocognitive theoretical framework, we present and analyze the model of cyclical phases in self-regulation of learning, the nature of learning strategies and some implications for educational practice. The innovative nature of this proposal lies in the use of "stories" as a means to convey and discuss study strategies, brought to light by a familiar model. We think that the adventures and "(Mis)adventures" of Testas, a student like any other, allow pupils to easily identify with proposed solutions that are discussed, as well as to transfer competencies discussed in the classroom to other areas of school and of their own life. (Contains 1 figure.)