The authors designed a computer-based approach to enhance motivation and self-regulated learning. Participants of the quasi-experimental study were 6th-grade students (N = 151) who worked with a mathematics-learning software program during regular classroom instruction. In the 1st condition, students received attributional software-generated feedback. In the 2nd condition, students received the attributional feedback and additional self-regulation training, which the authors designed to foster metacognitive control. In a placebo condition, students received neither. The authors observed positive effects on motivation and knowledge acquisition in both training conditions. An enhancement of metacognitive control strategies was evident only in the self-regulation condition. Moreover, the additional self-regulation training led to better knowledge acquisition than did the exclusive attributional feedback. (Contains 2 tables.)