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Student and instructors have been faced with unexpected challenges that presented rapidly due to the COVID-19 pandemic. This forced students especially, into an unfamiliar learning ecosystem that they must quickly adapt to in order to continue to be successful in their courses. Literature supports the importance of metacognition and self-regulated learning in the success of students in an online environment. More importantly, the concept of metacognitive regulation, which includes monitoring, planning, executing, and adapting learning strategies, is vital to student academic success. These strategies have particularly been shown to close the achievement gap observed specifically in underrepresented minorities in STEM. Outlined here is the use of student-developed learning plans as a guided process to enhance students’ metacognitive regulation of their learning. These learning plans provide students a template to assist them in time management, practical study skills and planned study sessions, that are intended to increase their self-efficacy, motivation, and performance in online classes. Moreover, the iterative nature of the learning plan encourages students to continue to use and expand this plan in their other academic classes.