This study sought to determine if the use of weekly goal planning forms, without teacher assistance, could be instrumental in helping online learners develop self-regulated learning skills, thereby improving their online academic achievement. The study used a non-equivalent comparison group quasi-experimental design to investigate this issue. The Learning and Study Strategy Inventory (LASSI) was used to evaluate learners' perceived use of learning and strategic study strategies. The Goal Planning Form was used as a motivational tool for online learners. Participants for this study were 27 postsecondary students enrolled in one of two sections of the same online college course. Findings indicate that the use of weekly goal planning forms promoted the development of self-regulated learning strategies in postsecondary online learners without teacher assistance. Learners who use a goal planning form reported an increase in their use of self-regulated learning strategies, but did not perform better academically than learners who did not use the goal planning form. This study provides instructional designers with some guidelines regarding how and why to integrate self-regulated learning strategies into online courses. Recommendations for future research, based on the findings, suggest collection of participants' prior grade point average and an increase in sample size.