The study investigated the perceived competence and self-regulation among mathematics education teacher candidates in one university in Ghana. A purposive sample of 324 mathematics education teacher candidates with only 319 indicating their gender (284 males and 35 females) enrolled in the Bachelors (307) and the B.Ed./Post Diploma (15) Degree programs were involved in the study. Adapted versions of the Perceived Competence Scale (PCS) that assessed teacher candidates’ perceived competence about pursuing the Mathematics Education degree program and the Autonomous subscale of the Self-Regulation Questionnaire that assesses why people learn in specific settings were used to collect data. Dat
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