This study aims to examine teacher candidates' learning responsibility through goal-setting activities carried out on a weekly basis. The research employed case study method, one of the qualitative research methods. The study group consisted of 36 fourth-year teacher candidates studying at a state university in the spring semester of the 2018-2019 academic year. The data were collected through diaries prepared by the researcher and kept by the participants for 12 weeks. The data were analyzed using the descriptive analysis technique and quantified with frequency distributions and percentage values. The study concludes that setting goals increases teacher candidates' learning responsibility and that Public Personnel Selection Exam (PPSE) and academic achievement concern cause teacher candidates to focus more on cognitive goals rather than other types of goals.