The article summarises the main findings from a study on school teachers who enrolled on a technology-rich graduate training programme. It features the impact of a distance education environment, strongly supported with Information and Communication Technologies (ICT), on the motivation profiles of student teachers and the acquisition of self-regulation skills to conduct one's own learning path. The conceptual framework and the results may be useful in mapping future research on graduate students' motivation and learning strategies in the context of Technology-Enhanced Learning Environments.