Although the causes of achievement are many and varied, it is widely assumed that "motivation" and "self-regulation" are crucial determinants of academic performance. Substantial evidence indicates that students who focus on learning and understanding course material are more likely to perform well academically (Dweck and Leggett, 1988). Similarly, research on self-regulated learning (SRL) has shown that students who reflect on their thinking, set appropriate goals and plan for learning, monitor progress toward those goals, and adjust or regulate thinking, motivation, and learning are more likely to achieve academic success. This chapter reviews the existing literature on self-regulation of learning and motivation at the college level and offers practical tips to educators who struggle with disinterested learners. (Contains 1 figure.)