Self-regulated learning has become the focus of global education reform in recent years. Students play a more important role in the learning process; teachers organize more self-regulated activities to let them explore their own learning interests for the objective of constructing their own knowledge base by themselves. In response to the trend of the international educational development, Hong Kong Education Bureau has carried out curriculum reforms on the Chinese Language subject; which requires Chinese Language teachers to promote self-regulated learning in the classroom. However, research on investigating the implementation of self-regulated learning in the Chinese language classroom is yet to be conducted by Hong Kong academics. Therefore, we believe that it is necessary to carry out such investigation to resolve the difficulties met by the Chinese Language teachers, to facilitate the continuation of the development of self-regulated learning. From this perspective, this study is a qualitative research which the researcher interviewed six Chinese Language teachers (who have introduced self-regulated learning in the classroom) to explore the difficulties they have encountered. Following difficulties of the Chinese Language teachers have been found: (1) teaching progress, (2) professional knowledge, (3) support of school, (4) willingness of teachers, and (5) ability of students. It is noted that the ways of implementing self-regulated learning are rather monotone and similar, revealing the teachers’ lack of understanding on the core principles of self-regulated learning. The researcher has suggested strategies based on the results found, for the reference of teaching fellows.
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