This research attempted to investigate whether students, future teachers, have misconceptions about motivation and how certain motivational regulation strategies are related to those misconceptions. The participants of this research were students of graduate Teacher education program from the Faculty of Humanities and Social Sciences in Rijeka. They completed a paper and pencil questionnaires which examined their beliefs about motivation where we tried to capture misconceptions, beliefs about self-regulation of learning and motivational regulation strategies. The results indicated that many students are more oriented to internal regulation of learning and endorse the process-oriented conceptions of teaching. The students mostly overestimated their knowledge and held many misconceptions about motivation. Students that were more biased held more misconceptions and were more confident in their answers providing a confidence estimate. Motivational regulation strategies did not predict the beliefs about motivation. Overconfidence can be partially explained by motivational regulation strategies, through the regulation of performance goals and the regulation of situational interest which were statistically significant predictors of the bias index scores. Another significant predictor of the bias index scores were beliefs about self-regulation of learning.