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We randomly assigned students enrolled in developmental (or remedial) or introductory mathematics courses to either control or SRL classrooms of their respective courses. * To enhance students forethought phase instruction, we trained teachers to engage in strategic instruction, in which …. To enhance students performance phase instruction, we trained teachers to encourage increased practice and feedback, in which …. To enhance students forethought phase instruction, we trained teachers to engage in strategic instruction, in which …. A key feature of the SRL intervention was using quizzes along with self-efficacy and self-evaluation judgments. Self-efficacy judgments of confidence preceded solving a math problem whereas self-evaluation judgments followed a problem solution. The underlying purpose was to assess students’ awareness of errors before and after problem solution. To increase students’ skill in coping with errors, we developed a self-reflection form for use with erroneous answers. This first section is designed to enhance planning. This second section of the self-reflection training form is designed to enhance practicing solutions to erroneous answers. The third section of the form focuses on transfer. Students were asked to solve a similar problem to the one they answered incorrectly. Overall, the self-reflection form was designed to make at-risk students more aware the possibility of errors and the need to take corrective action. This is a summary of our teacher training method. In terms of our dependent measures, there were two major exams These correlations indicate that self-efficacy and self-evaluation measures were significantly correlated with both periodic math exams and final math exam. It is also noted that the self-efficacy bias and self-evaluation bias measures are negatively correlated with both the periodic math exams and the final math exam. In the developmental math course, the SRL instruction group significantly outperformed