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This study was designed to explore pre-service computer teachers' perception of motivation and response to an instruction based on self-regulated learning strategies. A pre-experimental method was used in this research. During the semester, self-regulated strategies were integrated into the teaching practice course. As a result of this study, after one semester, students perceive themselves as being more motivated on the course as well as perceiving a higher level of teacher self-efficacy as a computer teacher. This study was an initial step in encouraging students to develop self-regulatory strategies into their courses.