As part of an ongoing project being conducted at Australian Catholic University (Brisbane), this paper examines the idea of self-regulation as an inherent component of a student's transition to higher education and as a means of increasing the understanding of student difficulties, particularly academic problems. It also examines whether self-regulatory behavior can be fostered as part of the overall academic process. Self-regulation theory focuses on how students personally activate, alter, and sustain their learning practices, and self-regulated students use learning processes that involve goal-directed activities. The report examines approaches such as reflective self-monitoring to evaluate its contribution to self-regulation and academic development, and suggests several tasks that serve this function. Also examined is the need for a transition process that will provide the skills for student self-efficacy and confidence--an approach which requires an active role on the part of the institution. It is noted that universities should be prepared to teach and encourage appropriate learning behavior and provide integrated intervention for students. (Contains 10 references.) (JLS)