This study aimed to investigate whether student teachers' achievement goal orientations changed during teacher studies, and how motivational trajectories were related to academically- and teaching-relevant antecedents and outcomes. A total of 170 participants were followed up between two and five time points. Using individual growth models, achievement goal orientations were found to increase over time and to peak during the third year of studies. Secondary school grades predicted a higher level of performance-approach goal orientation and graded performance. Reflective thinking, teacher intrinsic motivation and teacher control-expectancy beliefs were related to increase of mastery goal orientation. Task-irrelevant behavior was related to low graded performance as well as to increase in performance-approach and performance-avoidance goals. (Contains 3 tables.)