Success in the classroom has increasingly been attributed to self-efficacy. This has been partially permitted through the use of self-regulatory techniques. Although research has recently increased into these two areas, the application of self-regulatory techniques to enhance self-efficacy in younger secondary school students is still largely unexplored. This action research study focused on implementing self-regulatory techniques into a year 7 science class in a British comprehensive school, with the aim of increasing student levels of self-efficacy. A sequence of lessons were delivered, that incorporated self-regulatory learning. Levels of both self-efficacy and self-regulated learning were measured before and after the sequence, using a range of data collection methods. Findings suggest that a significant increase in self-efficacy was a result of the introduction of self-regulated learning techniques. The study points towards the importance of increasing self-efficacy, in younger students, as well as possibilities for future research.