The aim of the study is to examine pre-school teacher candidates' self-regulated learning practices in a flipped learning environment and to explore the educational factors in flipped learning influencing pre-school teacher candidates' self-regulation skills development process. This study examines how pre-school teacher candidates use self-regulation strategies during the implementation of flipped learning. This case study was carried in the fall semester of the 2022-2023 academic year with 55 first-year Early Childhood Education department teacher candidates. A structured interview form was used as a data collection tool and the data of the research is composed of pre-school teacher candidates answers to the interview form consisting of open-ended questions. The data were analyzed by thematic analysis method. The study would shed light on how the results may be used to flipped learning approaches for teaching and learning.