Self-regulation is one of the major cornerstones of constructivist theories of learning/teaching, as is global development. Self-regulation refers to the ability to think, feel, and behave, without the direct help of others, while solving problems. Self-regulated learners not only know different learning strategies, but they also value and use them appropriately. As such self-regulation is a part and parcel of the notion of global development, wherein simultaneous development in all fronts (cognitive, affective, and behavioral) is desirable and hence, sought.To seek such goals requires educational methods compatible with their philosophical underpinnings. The traditional methods in education seem to lack such compatibility.Therefore, in any educational system, like that of Iran, wherein the utilization of these methods is commonplace, learners would not develop globally and would be dependent on others, a situation that clearly calls for change. Iran's 20 million strong student population in K-12 grades faces many challenges among which high rate of school-failure/grade-repetition and low performance on international tests of mathematics, science, and reading necessitate a re-evaluation of educational goals and methods. Efforts undertaken in this direction have resulted in in-service re-training courses on methods, among others. Nevertheless, the net effect of all such efforts should culminate in the last grade and be manifested in the college preparatory year. A group of 161 college preppies along with 50 of their teachers were randomly selected and surveyed on self-regulation and global development in relationship to the educational methods used in their school. The results support the advantage of the new methods that are based on constructivism. However, the actions taken seem more cosmetic than deep down alterations, as the new methods are filtered through the traditional thinking expressed in the traditional terms and concepts without addressing the philosophical underpinnings of both old and new methods.