Distance learning that incorporates technology enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance (Moore, 2007) and self-regulated learning (Zimmerman & Risemberg, 1997), the Model of Self-Regulated Distance Learning has been applied to online distance courses to increase learner self-regulation and success (Andrade & Bunker, 2011a, 2011b). The current study examined the role of teacher feedback on the effectiveness of self-regulated learning components in English language courses, which enrolled students from over 20 countries and were based on this model. The qualitative study examined student responses and related teacher feedback to self-regulated learning activities to answer the research question: What is the role of teacher feedback in helping students gain full benefit from the self-regulated learning course component? Findings indicated that students were doing the activities superficially, with inappropriate sequencing, or not doing them at all. Teachers were not providing adequate feedback and failed to notice grading and structural problems in the learning management system. Consequently, changes were made in course set-up and teacher training provided.