Underlying the research reported in this paper is a theoretical framework which defines the self-regulation of learning as the number and kinds of teaching tasks students perform themselves. Three studies are presented on individual differences in regulation-processes emerging from thinking aloud protocols. Protocols of good and weaker performing subjects were compared and related to test scores (impulsivity, intelligence, etc.). Furthermore, students were trained to change their regulation-processes. Training programs consisted of a combination of awareness-training and regulation-training. The subjects were 14, 10 and 6 students from a normal secondary school and two special secondary schools (for children with learning problems), respectively. The results showed some relations between process-differences such as the quality and quantity of testing-processes, the breadth of orientation, on-line regulation and mind-orientation on the one hand and performance on the other hand. There were also influences of task difficulty on the process-data. Training appeared to be effective for only some of the students. Transfer effects failed to show up. (Author/BAE)