Achieving proficient, effective utilization of information systems (IS) continues to be a challenge. Therefore, effective training techniques can be an area of consideration for improving IS competency. To understand issues underlying competency in IS use, the Cognitive Load Theory is utilized. One potential challenge that resonates with the learning process itself is germane cognitive load. This research proposes to address such issues by exploring potential improvements in germane cognitive load through interventions of self-regulated learning strategies. Drawing upon Social Cognitive Theory and self-regulated learning literature, this research proposes an experiment to evaluate the effectiveness of using selfconstructed explanations and self-evaluations to improve IS competency. Learning outcomes will be measured through assessment of declarative knowledge, procedural knowledge, and self-efficacy. Practical implications and contributions of this research include providing an understanding of the effectiveness of incorporating self-regulated learning strategies (i.e., self-constructed explanations and evaluations) in an IS competency context.