Distance education delivered through technology enhanced learning environments provides a solution to the increasing global demand for higher education. These environments can aid the development of learner self-regulation, a prerequisite for success in distance education. Based on the theories of transactional distance (Moore, 2007) and self-regulated learning (SRL) (Zimmerman & Risemberg, 1997), the Model of Self-Regulated Distance Learning has been applied to online distance English language courses to increase learner self-regulation (Andrade & Bunker, 2009, 2011). Previous studies have explored the model’s effectiveness by examining student learner journals (Andrade & Bunker, 2011), interviewing learners to determine retention of self-regulated learning (SRL) behaviours, and analysing teacher feedback on SRL assignments. The latter study demonstrated that students were doing the SRL activities superficially and teachers were not providing appropriate or adequate feedback. To address this, teacher training units were designed and implemented. This presentation reports on a study that examined the implementation and effectiveness of the materials in improving teacher response and increasing learner language proficiency and SRL behaviours. The study addressed the following research question: How effective were the training materials in improving the teaching and learning experience to meet course outcomes?