Self-regulated learning (SRL) has a positive effect on students’ academic achievement, especially in flipped classrooms which require students to take more responsibility for their learning progress. As the success of the flipped classroom approach highly depends on students’ SRL, an increasing number of studies have focused on implementing SRL supports in flipped classrooms. Using the activity theory as a coding framework, this systematic review contributes to the literature by investigating how previous studies have designed SRL supports for students in the flipped classroom context. Our analysis of 22 empirical articles indicates that mixed results were found from the previous studies’ SRL supporting methods during flipped learning on students’ academic performance and SRL development. Based on the review findings, we also provide suggestions for further research and propose an instructional model with a set of design principles for instructors who plan to implement effective SRL supports in flipped classrooms.