<p>Work plans are often discussed as a&#xa0;method to enable more self-regulated learning in classrooms. However, the ability to self-regulate learning cannot be assumed for all learners. In particular, younger students need specific support to acquire this ability in order to work successfully with work plans. This study therefore examines the extent to which teachers require, but also specifically promote, students’ self-regulated learning by using work plans. To this end, the work plans of 27&#xa0;primary school teachers are analysed using qualitative content analysis. A&#xa0;first deductive analysis of openness focuses on the freedom of choice given to students in their learning process and how much self-regulated learning is required. In a&#xa0;second inductive analysis, the work plans are analysed for elements that can promote self-regulated learning.</p><p>The results show that the potential of work plans to demand and promote self-regulated learning hardly reflects in the analysed documents. Self-regulated learning is mainly demanded at an organisational level. Elements promoting self-regulated learning mostly relate to monitoring work progress or reflecting on the learning process. The results thus underline previous findings regarding the low degree of openness in teaching and the low level of direct support for self-regulated learning. The results therefore emphasize the call for further development of teaching in this area.</p>