The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of decision-making and academic achievement of students predicts learning motivation. The study group was composed by 360 students attending in Faculty of Vocational Education and Faculty of Education in Selcuk University. The data were collected using the Motivation Source and Problems candidate Teacher Occupation Questionnaire, and The Questionnaire of Decision Strategies. Students' until attending semester accumulative grades are taken as a criteria for academic achievement Analysis of data was used descriptive statistics, Pearson product-moment correlation coefficients and multiple regression analysis. The results of the study indicated that students would prefer more strategy of reasonable decision making. Also students' cognitive and lifelong learning goals motivation is very high, intrinsic and extrinsic motivation is high and negative factors for learning motivation is low. The results of the seen strategies of decision-making and academic achievement of the students significantly predicted sub dimensions of motivation source and problems candidate teacher occupation. There was a negative relationship between academic achievement, strategy of reasonable decision-making, and strategy of independent decision-making and negative factors for learning motivation. There was a negative relationship between strategy of impulsive decision-making and cognitive and lifelong learning goals motivation, intrinsic motivation. There was a positive relationship between strategy of reasonable decision-making and cognitive and lifelong learning goals motivation. Also, there was a positive relationship between strategy of impulsive decision-making, strategy of indecisive decision making and negative factors for learning motivation. (Contains 8 tables.)