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Successful training of air traffic controllers includes both the development of domain specific competences (eg, visual problem solving skills) and the acquisition of self-regulation skills. The aim of this dissertation is to increase understanding of the complexity of the ATC domain (ie, specifically visual problem solving) and to design and test a learning environment which integrates the development of self-regulation skills in the domain-specific training. To answer the aforementioned research questions, the studies presented in this dissertation take three approaches. The first approach focuses on the complexity of the ATC domain by elaborating on required visual expertise and specifically on the underlying visual problem solving strategies. The second approach focuses on self-regulation, and specifically on how SRL skills, SDL skills and self-efficacy mutually interact and what their importance is for successful ATC-training. The third approach focuses on a training design which integrates the development of the students’ regulation skills with the development of domain specific ATC-competences. The training design includes shared control in the environment between the system (ie, the trainer and the environment) and the learner. In this third approach, a practical study is also presented which deals with the implications of parts of such training design on successful training in ATC and on the development of self-regulation skills. The four subsequent chapters aim at answering the four research questions, respectively. Chapter 2 presents a study which matches strategies for visual problem solving with performance of novices, intermediates and …