Technology-mediated learning methods are widely used by organizations and educational institutions to deliver information technology training. One form of technology-mediated learning, e-learning, in which the platform is the tutor, is quickly becoming the cost-effective solution of choice for many corporations. Unfortunately, the learning outcomes have been very disappointing. E-learning training makes an implicit assumption that learners can apply a high level of self-directed learning to assimilate the training content. In contrast, based on perspectives from social cognitive theory, we propose that instructional strategies need to persuade learners to follow self-regulated learning strategies. We test our ideas with participants who were trained through e-learning to design a website. Our findings indicate that participants who were induced to follow self-regulated learning strategies scored significantly higher on learning outcomes than those who were not persuaded to do so. We discuss our findings, and suggest that the interaction among information technology features, instructional strategies, and psychological learning processes offers a fruitful avenue for future information systems training research. Self-regulation refers to a general skill that keeps people focused on a task, helps them monitor their task-completion progress, and explains success in a broad range of phenomena, for example, management of chronic illnesses, training for sports, treatment of obsessive behaviors, and learning in academic settings (Bandura 1991, Boekaerts et al. 2000). Particularly in academic environments, researchers have found that students who self-regulate their learning reach higher academic achievements irrespective of their courses of study (Pintrich and DeGroot 1990, Zimmerman et al. 1992, Zimmerman and Schunk 2001). SRL involves strategies by which learners actively engage in learning and apply intentional efforts to manage and direct their learning activities. Zimmerman and Schunk (2001) review various theoretical perspectives on SRL, including the operant, Vygotskian, constructivist, volitional, phenomenological, information processing, and social cognitive. All of these perspectives tend to view SRL as something purposive that involves the use of specific strategies, but they differ on the factors they view as being relevant to a learner’s use of SRL. We focus our attention on the specific TML environment, referred to as e-learning, where the learner interacts primarily with the IT platform rather than with other learners or instructors (Jonassen and Reeves 2001, Jones and Paolucci 1999, Zhang et al. 2004). As we elaborate in the next section, the instructional strategy in this type of training infrastructure is anchored on self-directed and independent learning. The implicit assumption is that learners are able to meet the demands expected of the instructional strategy, apply high levels of learner control, and self-direct their learning. Reports indicate, however, that learners are not able to apply the anticipated high levels of learner control, are not motivated to learn, and tend to use inadequate learning strategies (Bell and Kozlowski 2002, Brown 2001, Rossett and Schafer 2003). Therefore, we argue that if e-learning is to become an efficacious IT training method, instructional strategies should be modified to include interventions that persuade learners to follow self-regulated learning (SRL) strategies. In the next section, we describe how the social cognitive perspective on self-regulation can help design interventions that modify instructional strategies in e-learning-based training environments. We then report on an experiment in which we provided manipulations to encourage learners to self-regulate while learning to use Website-development software. We conclude the paper by discussing the implications of the study for practice and future research.