This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university. The treatment group received an exam wrapper intervention, a series of four written exercises administered throughout the semester designed to enhance students' academic self-regulation by promoting self-reflection and study strategy planning. Treatment students were found to significantly outperform control students in the course overall, as well as on a common final exam question. Additionally, data indicated that the exam wrappers may have triggered weaker students to consider their performance and withdraw at significantly higher rates than control students. Exam wrappers show excellent promise as an interventional method for other gateway science, technology, engineering, and mathematics (STEM) courses in addition to Organic Chemistry. They can be easily administered using course management software, they involve no cost, and they require negligible curricular modification and minimal instructor effort.