Self-regulated learning (SRL) encourages students to learn using metacognition, strategic action, and motivation. This nontraditional approach to education relies on the student’s active role in learning and the instructor’s facilitatory role in teaching. This article provides a comprehensive analysis of an SRL instructional model the author designed to deepen the understanding and applications of scientific knowledge among her students. Based on the principles of self-regulation and cooperative learning, students were exposed to a constant project-based environment. They used a multiple learning-intelligence approach to solve real-life problems, adopt scientific knowledge and processes, and develop critical-thinking skills.