This paper reports on a study into pre-school children's self-regulated learning. Analysis is provided through findings taken from a larger study, the core aim of which was to contribute to developing and strengthening self-regulated learning competencies through merging Traditional African music and mathematics. An Action-Research-embedded-in-Design-Research approach was employed to design and implement this new mode of learning. Enactivism, the basic assumptions of which are shared understanding and joint action through engagement, provided the theoretical framework. Findings suggested that the intervention contributed to an increased ability to attend to tasks through watching, listening and self-initiation of the relevant actions.