Self-regulated learning (SRL) has become an important topic in education during the last three decades. At the same time, advances in technology have made it possible to create complex Technology Enhanced Learning Environments (TELEs). While there is some evidence that these TELEs have the potential to foster SRL, there is only little research on the question as to whether they will indeed do so. There are empirical studies which try to relate aspects of TELEs to learning outcomes and SRL, but it seems to be difficult to get a more holistic picture. This is probably due to the fact that SRL in TELEs is an extremely complex phenomenon. Researchers have only recently begun to apply maturity modelling to the realm of education which might do justice to this complexity. In this contribution, a framework for research on SRL in TELEs based on maturity modelling will be proposed. (Contains 1 table, 3 figures, and 2 notes.)