Improving the quality of pre-school teachers is considered important. It has been suggested that students' motivation during training might affect the process of their qualitative development as pre-school teachers. This study focused on the achievement goal theory of motivation and examined the effects of students' achievement goal orientation on the results of their practical training. Furthermore, types of students' achievement goals were explored, and correlations between each type of achievement goal and the practical training results were determined. The participants included early childhood education students (N＝258). First, multiple regression analysis was conducted with three indices related to qualities of pre-school teachers from the practical training results (reflection, pre-school teacher efficacy, and competence) as dependent variables, and achievement goal orientation as an independent variable. The results indicated that mastery goals consistently improved practical training results, by improving the learning effects of practical training conducted with small children rather than just improve learning effects of micro-teaching using mock childcare practice. Furthermore, correlations between the three types of achievement goal orientations identified by cluster analysis and the practical training results were examined. The results indicated that the avoidance-goal orientation type achieved lower results than the multiple-goal orientation type. It is considered necessary to provide educational support for promoting mastery goals for the avoidance-goal orientation type students in pre-school teacher training courses.

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