The present study aims to unveil what kind of self-regulated strategic processes student teachers go through before, during, and after their micro-teachings. To this end, the study was carried out with six third-grade student teachers enrolled in an English Language Teaching Programme at a state university in Ankara, Turkey. Data were collected adopting a qualitative approach via two different sets of interview sessions, observations and reflective journals, and were content analyzed. The ensuing findings revealed such self-regulated strategic processes as motivational, personal, metacognitive, behavioral, emotional and social, engaged by student teachers throughout their micro-teaching stages. Based on the findings, the implications were provided for second language teacher education programmes as well as suggestions for further research.