The authors examined whether Web-based pedagogical tools (WBPT) supported the use of self-regulatory processes with 80 college students enrolled in distributed learning courses. Using an online survey, students were asked to indicate what specific processes of self-regulation (for example, goal setting, self-monitoring, time planning and management) were supported through the use of four broad categories of WBPT embedded in a course management system (CMS). Using repeated measures analyses, the results revealed significant differences among the self-regulatory processes supported through the use of the four categories of WBPT. Specifically, students reported that administrative tools supported the use of self-monitoring and help seeking. Collaboration and communication tools were more useful in supporting goal setting, help seeking, and time planning and management. Content creation and delivery tools were reported as particularly helpful for self-evaluation, task strategies, and goal setting. Finally, hypermedia tools were reported as more useful in supporting task strategies. The authors provide educational implications regarding instruction in distributed learning environments from a social-cognitive perspective of self-regulation.