In the era of information explosion, it is surprising to find that most of our students have not learned to self-regulate their own studies well. It might be explained by the common use of spoon-feeding teaching method since the beginning of public schooling in Asian countries. The individual differences in intelligence or diligence of students may not have been taken into careful consideration in mass class teaching. Students seem to be expected to overcome their personal limitations in order to benefit from the school curriculum. In recent studies, it is found that students’ failure to learn may be caused by insufficient ability to manage their own learning due to the lack of learning motivation, effective learning habits and skills. Self-regulated learning is widely perceived as a crucial element of successful, independent and life-long learning. Therefore, equipping students with self-regulated learning skills and empowering them to become self-regulated learners have become the major concerns of educators.The professional development programme entitled “Integrating Self-directed Learning in Classroom Pedagogy” has been offered to in-service teachers by the Education University of Hong Kong since 2017. It is a five-week block-release programme for practicing teachers. During those five weeks, the participants are encouraged to put theory into practice. They are divided into several learning circles according to their subject disciplines. Each learning circle is asked to develop effective ways of integrating self-regulated elements in their lesson design and implement the research lesson in their own schools.This paper reports an interdisciplinary lesson study of the professional development programme mentioned. Five teachers teaching the subjects of Business, Accounting and Financial Studies (BAFS), Liberal Studies, History and General Studies in primary and secondary schools were grouped together as a learning circle to plan a lesson on empowering their students