Existing body of research has found a close relationship between self-regulated learning and academic achievement of learners. Despite the general agreement about the importance of developing self-regulated learning skills, researchers have shown less attention to the practical experiences and beliefs of higher education teachers in the context of its promotion among higher education students. The present study examines the educational strategies, beliefs and experiences of university teachers in dealing with self-regulation learning and seeks to discover their approaches to this issue. The required data were collected through semi-structured interviews with 18 university lecturers and were then analyzed. The findings indicated that the teachers use the four main strategies of assignment design, teaching design, modeling, and evaluation and feedback in their teaching to improve self-regulated learning. Also, the data analysis showed that the facilitating or hindering factors for strengthening self-regulated learning are summarized in five themes of growth opportunities, social and organizational culture, teacher beliefs, teacher agency, and student engagement. This study clarifies the teachers' point of view on self-regulation education and supporting or challenging elements affecting it. The results showed that the tangible participation of lecturers in self-regulation education plays a key role in increasing students' ability