Ways to enhance learning by both at-risk and underachieving students in upper-level accounting courses were studied at Morehead State University (Kentucky), based on the concepts of metacognition, self-regulated learning, and self-efficacy. It was hypothesized that students experience self-regulated learning when they reproduce problem solutions using strategies and solutions taught in class. Self-regulated learning involves setting realistic goals, employing strategies to achieve the goals, closely monitoring their attainment, and evaluating one's thinking. Students who did not achieve their desired outcome on the first exam could earn extra credit by attending a monitored session and retrying accounting problems that had previously been taught in class. Grades on first and second exams for students in this study were compared to those of nonparticipants for both cost accounting and intermediate accounting courses. The six cost accounting students in the study increased their average exam score, while 20 nonparticipants experienced a decline. The 10 intermediate accounting students in the study also improved in their second exam scores, while the 16 nonparticipants showed no measurable change in exam scores. (SW)