Many interventions have been designed to facilitate higher education students’ self-regulation, so it would be beneficial to identify what approaches have been evaluated in previous research, and understand more about the components of self-regulation they have targeted. This study presents a systematic review of this previous research. A search of databases for studies published between 1st January 2000 and 31st August 2018 resulted in 230 studies being included in a qualitative synthesis. We categorized the interventions and coded the components of self-regulation targeted within each study. The most prevalent interventions included scaffolds/prompts and strategy training programs. Metacognitive self-regulation was most commonly targeted by the interventions. We discuss how some components of self-regulation receive far less attention in intervention studies.