A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal 31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management, learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to explain variances among the growth curves.