This article describes how preservice teachers are afforded opportunities for developing self-regulation as they learn to transition to the other side of the desk in their teacher education program. The article focuses on self-regulated learning as it applies to teachers' work in the classroom and distinguishes volitional work styles and student study habits from learning-oriented volitional strategies teachers engage to learn from teaching. To illustrate teachers' strategy use and to reify volitional constructs as they are embodied in practice, this article presents practical examples from one teacher education program. Finally, the article considers ways that teacher preparation programs might structure learning environments, affording teachers opportunities to learn self-regulation and then apply those strategies to learn from their own teaching.