Case study learning was integrated into a course designed to improve students' potential for academic success and increase student retention. Case studies related to self-regulation of behavior, motivation, and cognition for academic tasks were used to prompt students' critical thinking and facilitate deep learning of self-regulation topics, linking course theory with practice. This article explores the effectiveness of asynchronous computer-mediated collaborative case study learning as compared to face-to-face case study learning in enhancing the critical thinking skills of undergraduate students enrolled in a learning frameworks course. (Contains 3 tables.)