This qualitative case study examined how foreign language teachers in Finnish general upper secondary schools enhance self-regulated learning (SRL) with self-assessment and teacher feedback. Nine students and ten teachers from six schools were interviewed, and the data were analyzed using content analysis. The results revealed that self-assessment is used in courses but not extensively, and most teachers do not teach their students to self-assess their learning. Most students consider teacher feedback to be useful, but they reported a lack of oral feedback. The participants expressed contradictory perceptions regarding their motivation, as students do not find teacher feedback to be motivating, while teachers believe their feedback is motivating. To a certain extent, teachers enhance SRL with self-assessment and feedback, but their practices could be improved.