<p>Self-regulation competence is known to be a critical driver of academic achievement, mental health, and lifelong success. However, research on education and educational practice in K-12 remains fragmented in that groups of researchers focus on conceptualizations from different traditions, including self-regulated learning (SRL), executive functions (EFs) and personality psychology (e.g., conscientiousness), and there is limited cross-talk between these groups. In this article, we propose an integrated multicomponent model that unifies these perspectives and conceptualizes self-regulation competence as a developmental “superpower” that is both predictive of a broad range of outcomes and amenable to educational support. We examine three core propositions: (1) Self-regulation competence—broadly defined—predicts important cognitive, social, and emotional outcomes in school and across the life span; (2) SRL, EFs, and conscientiousness show considerable conceptual and empirical overlap, supporting their integration into a comprehensive framework; and (3) self-regulation competence can be effectively fostered through targeted and embedded educational interventions. To fully develop and exploit the superpower qualities of self-regulation competence, promoting self-regulation competence should become a guiding principle of education systems. High-quality teaching—characterized by effective classroom management, cognitive activation, and student support—and whole-school approaches are needed to orchestrate the promotion of self-regulation competence in real-world educational contexts.</p>