The aim of this study was to investigate prospective teachers’ motivational beliefs and learning strategies of Science Research Methods course. This study used relational survey method with 325 prospective teachers (90 male and 235 female) in Amasya University. Motivated Strategies for Learning Scale adapted into Turkish was used to collect data. Results indicate that prospective teachers’ self-efficacy, metacognitive self-regulation and critical thinking differentiated over the course period.