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As a learning advisor who has been working in self-access learning for six years, I consider myself to be familiar with the field of learner autonomy and self-directed learning, drawing on the work of Henri Holec (1981), David Little (1991), Phil Benson (2011), Anita Wenden (1998) and others in my advising practice, curriculum design projects and research. From time to time in my work, I have come across the concept of self-regulation, as opposed to self-direction, and have had the opportunity to attend several presentations on the subject, where I have found myself in a familiar-sounding yet ultimately different universe. Some of the constructs used were familiar to me, but the terms used to describe them (such as forethought and performance monitoring instead of planning and reflection), and the researchers most referenced (typically Zimmermann and Schunk (2011) as opposed to Holec or Benson) were notably different.