There is a trend in education to stimulate learners’ self-regulatory skills through student activating instruction. The implementation of such organisation formats do not occur straightforwardly and their effects are sometimes negative. Therefore, we expect that the context –and more specifically the teaching style- wherein the organization formats are presented makes a contribution to stimulate selfregulatory skills. In this paper we provide an appropriate description of the construct of teaching style since a theoretical framework to conceptualize teaching style is lacking. For this aim, we draw from theories on parenting styles and self-determination theory. An integration of both perspectives points to the importance of three dimensions in defining teaching style: autonomy-support, structure and involvement. Next, we demonstrate how these dimensions can facilitate self-regulated learning through the fostering of an autonomous motivation. On the basis of the proposed model, a number of empirical questions for future research are discussed.