We compared self-regulatory processes and mathematics achievement with 138 elementary students across three conditions: learning by actually teaching (LAT), learning by preparing to teach (LPT), and learning for learning (LL). Students completed concept maps and then solved the problem. Students in the LAT condition created a teaching video, while others reviewed their solutions. Results revealed that students in the LAT condition developed a higher-quality concept map and engaged in more metacognition compared to students in the LL condition. Students in the LAT condition planned more compared to the LPT and LL conditions. Students in LAT condition scored significantly higher in achievement compared to students in the LL condition. Analysis of teaching videos revealed that students focused on explaining important information.