When learning from texts, it is not only important that learners remember and comprehend the content, but also that they monitor and accurately judge their memory and comprehension so as to efficiently regulate their learning. In the present experiment with 51 university students, we investigated to what extent headings within texts promote these processes. The results revealed that headings supported learners in comprehending the texts as well as in accurately judging their comprehension. The effects of headings on memory and judgment accuracy concerning memory were not significant. Moreover, headings affected learners' cognitive load. This study indicates the usefulness of including headings in texts to support learners' self-regulated learning from texts.