Regulation skills are crucial for effective learning and innovation in Problem-Based Learning (PBL) environments. Yet, PBL coaches often struggle to teach these skills effectively, despite good intentions. This challenge remains poorly understood due to limited research on the specific processes through which PBL coaches help students develop self-regulation skills, making it impossible to identify actionable improvements. In response, we aim to examine these specific processes and identify key coaching actions that lead to successful outcomes in the student’s practices and deliverables.