During the previous decade the idea of self-regulated learning has attracted widespread interest amongst educators and researchers. This area has received new attention also by the recent globalisation and commercialization of universities as well as a continuing desire to improve the quality of teaching and student learning. This paper documents the outcomes in terms of student responses, participation and performance grades when the curriculum was progressively redesigned and pedagogical refinements were undertaken with the objective of enhancing student self-regulated learning. The study was undertaken across two under- graduate management courses in a commerce programme in an Australian university from 1991 to 1999, inclusive. The findings are discussed in terms of the parallels and contrasts of the assessed groups of cohorts and their responses to changing the teaching environments from teacher directed to contexts that encourage self-regulated learning.