This paper suggests that the processes one would have college teachers use to motivate students closely parallel those that should be used to gain the cooperation, commitment, and preparation of teachers for this task. It discusses the "learning orientation" versus "grading orientation" of students, along with "class-side manners" that college teachers can use to help motivate students. These behaviors include shared self-control, focus on generating new knowledge, being prepared to do what you ask of others, and being an active listener. A case study of a teacher's effort to mediate student self-regulated learning using these and other techniques is then presented. This case study analysis discusses the effects of getting students to attend class, listen and become involved; classroom teaching and learning activities; and assignments, tests, and evaluations. (Contains 22 references.) (MDM)