Integrating the Web in classroom contexts enables more sophisticated learning environments to be designed that may potentially enhance the self-regulation of learning and facilitate student autonomy in conducting their learning process. This study aimed to understand the self-regulation process of eight secondary school students during task execution, such as finding information on the Web. Instruments and evaluation techniques that consider the complexity, multidimensionality and dynamics of self-regulatory processes were used, namely an interview task and stimulated recall. The data gathered provided important insights regarding how students self-regulate their learning process while searching for information on the Web. Furthermore, strategies for self-regulation were identified by the students in terms of supporting task planning, organization , control and evaluation of adopted processes. This allowed students to understand how they learn and understand their personal change processes. Also, stimulated recall allowed students to capture their feelings, thoughts and actions during each task. Thus, this provided them with opportunities to construct a history of their actions, their conditional knowledge of strategies, preparation of judgments about learning, error detection, the formulation of alternative plans and the perception of their individual progress. Practical implications regarding the use of this methodology in educational contexts will be discussed.