Self-regulated learning (SRL) has become a key focus in the development of digital learning environments. While a wide range of SRL tools have been introduced and evaluated in past research, limited attention has been given to the perspectives of teachers as key stakeholders. This study compiled SRL tools from existing literature and employed the Delphi method to gather and refine expert opinions from 11 Estonian teachers over multiple rounds. The findings indicate that teachers perceive SRL tools supporting cognitive processes as more effective than those targeting motivation or emotion regulation. Interestingly, teachers expressed a preference for automated system feedback over written feedback provided by educators within digital platforms. The results highlight a need for more follow-up actions and integration of SRL tools in digital learning environments to enhance their long-term effectiveness.