Master thesis where the author´s main purpose was to describe the implementation of a self-regulated EFL learning program with eleventh grade students from a public school in Bogotá, Colombia. Forty students took part in the study for over five months. Interviews with focus groups, two questionnaires, and field notes were the main instruments for data collection. Findings showed that through developing strategic plans and increasing learning awareness, students fostered their metacognitive skills. They also developed study skills such as managing time and working in a social context. Finally, this approach of self-regulation allowed students to increase their self-confidence and self-motivation when performing EFL tasks. This can be related to students’ self-efficacy for English learning. The author suggests further research on EFL assessment techniques that go hand in hand with encouraging self-regulated learning and raising EFL proficiency levels.