Developing learners’ ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must communicate proximal and long-term goals that have been negotiated by a community of learners, substantially reward all positive aspects of the learning process, judge and reward the learning process by assigning elaborative learning assessments, realistically attribute success and failure to appropriate processes, and tune ineffective strategies and goals to allow the curriculum to evolve in accordance with learner difficulty and success.