This study investigates the influence of using a Web-Based Learning Environment as an enhancing agent to support university-level students self- regulated learning (SRL) strategies as they work through their learning process. The aim was to help them adopt a consistent approach to their learning practice (self-regulation), to foster a realistic appraisal of their met a cognitive strategies strengths and weaknesses (self-judgment), and to examine the relationship between self-initiated processes and students' overall performance. The study adopted Zimmerman and Tsikalas  computer-based learning environments self-regulation three-phase model as a basis for Self-Regulated Learning in e- portfolio courses. Using a non-equivalent pre-/post- test quasi-experimental research design, 127 male students from King Khalid university departments of Mathematics (51 students) and English Language (76 students) were recruited during the first semester of 2012 academic year. A mixed methodology was used consisting of an online questionnaire, artifacts, online tracking data, and interviews in order to collect relevant data. These findings suggest that e-portfolio software, by facilitating both working on tasks, and the provision of regular peer and teacher feedback on tasks, has the potential to encourage a significant improvement in students SRL and met a cognitive strategies as well as their performance.