The proliferation of online information has not come with a commensurate growth in students’ ability to learn from that information. Today’s students may be digitally native online communicators, but many lack the knowledge and skills necessary to navigate, find, and integrate online information into coherent understanding. Students who are able to plan their learning, enact effective strategies, and monitor and control their learning (i.e., self-regulated learning knowledge and skills) are more likely to successfully manage the wealth of information online. Unfortunately, there is little coherent literature on how high school teachers can foster students’ online self-regulatory knowledge and skills, and even less on how this can be done across academic domains. In this paper, we synthesize the self-regulated learning literature to distill key aspects of classroom-based innovations that teachers can use to foster their students’ learning online, within and across academic domains.