Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy beliefs, motivational beliefs, academic delay of gratification, and self-regulation of learning would be positively related to each other. These results revealed a high correlation between the teacher candidates' motivational beliefs, willingness to delay gratification, and use of self-regulated learning strategies, and their teacher self-efficacy beliefs. These findings supported the notion that preservice teachers with a greater sense of teaching efficacy in fact reported a high academic sense of intrinsic interest, task value, and control of time and study environment. (Contains 1 table.)