Did you catch yourself thinking about something else while reading this program? You are not alone, and it is perfectly normal to frequently think about something unrelated to a task you are trying to achieve. This phenomenon is known as off-task thought, or colloquially mind wandering, and it is inevitable. While learning, students experience mind wandering about 30% of the time. So, how do they regulate their behaviour in response? Through four distinct approaches, this doctoral research investigates the relationship between self-regulated learning and mind wandering. A conceptual paper synthesises the theoretical connections, and a meta-analysis assesses the effects of task-related interference. A case study gauges the frequency and type of students’ mind wandering during video lectures. A randomised experiment tests interpolated testing and self-explanation writing to mitigate mind wandering. Data collection and analysis for these components are underway. Collectively, these elements provide a comprehensive study of how self-regulation impacts students’ reactions to mind wandering.