The role of computer games in school is a controversial topic.An increasing number of upper secondaryschools offer three-year programs with an “esport profile” within aesthetics and media. Marketingsuggests that esport can attract students who are interested inplaying computer games, but the scholasticvalue of esport remains to be clarified. Whereas “gamification”is an established term for transformingeducational and other formal practices into game-like activities, little has been saidabout its counterpart“schoolification”: how originally playful and informal practices are transformed to fit within schoolcurricula and syllabi for achieving academic goals. We discussthe relevance of esport in secondaryeducation, a working hypothesis isthat the potential benefitsof esport in academic learning is moreabouthowstudents learn thanwhatthey learn. Specifically, we present and discuss and propose howself-regulated learning (SRL) asa framework can facilitate skills transfer from esport to academiclearning. Using examples from multiplayer games, we elaborate on how co-regulation through socialinteraction can be used as a means for developing SRL. We conclude by suggesting how esport andeducational researchers may usethe SRL framework to address empirical questions about esport inrelation to academic studies.