This study analyzed the growing body of research on self regulation and the distinctive self regulation differences between higher and lower achieving adult learners to identify instructional principles to infuse compensatory support for weak self regulation. The following four principles are proposed: (1) prepare--the instruction should encourage and guide learners to prepare appropriate learning environments; (2) organize--the instruction should include different arrangements of the learning materials that will facilitate learning and the learner's cognitive and metacognitive strategy use; (3) monitor--prompt the learner to record how and when he or she engages in learning and the results of the effort; and (4) evaluate--instruction should enable learners to determine how well they have learned. A rationale based on research supports each principle, and instructional application examples are included. (Contains 45 references.) (MES)