The purpose of this study was to determine the impact of self-regulated learning interventions on acting skills and self-regulated learning. Research questions sought to investigate the impact of self-regulated learning interventions on students' acting and self-regulated learning skills and determine the perceptions of students regarding the integration of self-regulated learning interventions in the Acting classroom. Self-regulated learning is an important skill for students to have as self-regulated learners are able to self-direct their own learning processes. In the intervention, students engaged in goal setting, progress monitoring, video annotating, and self-evaluation exercises to determine if the self-regulated learning interventions impact their acting or self-regulated learning skills. To conduct this action research, I used a mixed methods research design. Ten students in a rural secondary school Acting class engaged in self-regulated learning interventions, such as goal setting, rehearsals, self-reflection through video annotation of rehearsals, and progress monitoring for a period of six weeks before performing. Data was collected for the intervention using the International Thespian Society -- Acting Rubric to assess the impact of the intervention on students' acting skills and a modified version of the Motivated Scales for Learning Questionnaire (MSLQ-T) to evaluate the impact the intervention on students' self-regulated learning skills. Participants for the student interviews were selected using purposive sampling specifically, the maximum variation strategy. The two characteristics used to identify interview participants included the quantity of self-regulated learning interventions submitted and the quality of the submissions, as determined using a self-regulated learning intervention rubric (SRI Rubric). Quantitative findings reported students' acting skills improved significantly throughout the intervention. However, there was no significant impact on students' self-regulated learning skills, as indicated by the analysis on MSLQ-T. Qualitative findings suggested students perceived the interventions as helpful, but ultimately, students did not engage with the self-regulated learning interventions because they perceived the interventions as repetitive work and an addition to their workload. Students also indicated a lack of self-confidence as a barrier to video annotation integration. Implications of these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]