Summary: This article describes the authors’ three-component instructional sequence ‒ a before-class activity, a during-class activity, and an after-class activity ‒ which supports students in becoming self-regulated proof learners by actively developing class-based criteria for proof. All four authors implemented this sequence in their classrooms, and the work reported is from Dr. Ko’s mathematics methods course for pre-service secondary school mathematics teachers. However, the same sequence can be replicated in high school mathematics classrooms for students to increase their engagement with proof. (ERIC)