The present report presents an annotated bibliography of peer-reviewed articles that employed theories of self-regulation to understand how adults learn in various contexts. Seven scholarly articles, published between 2000 and 2006, were reviewed and summarized. Articles reviewed include (1) Self-regulation in a Web-based Course: A Case Study (J. L. Whipp; S. Chiarelli); (2) Self-regulation in Higher Education Teacher Learning (I. M. Van Eekelen; H. P. A. Boshuizen; J. D. Vermunt); (3) Metacognitive Differences Between Traditional-age and Nontraditional-age College Students (E. M. Justice; T. M. Dornan); (4) A Commentary on Self-directed Learning (B. J. Zimmerman; R. B. Lebeau); (5) Educational Research in the Internet Age: Examining the Role of Individual Characteristics (K. Hartley; L. D. Bendixen); (6) The Role of Students' Cognitive Engagement in Online Learning (J. C. Richardson; T. Newby); and (7) Does Adaptive Scaffolding Facilitate Students' Ability to Regulate their Learning with Hypermedia? (R. Azevedo; J. G. Cromley; D. Seibert).