This study examines the relation between teacher candidates' problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has been used to find out whether problem solving appraisal predicts utilization of motivated strategies for learning. In addition, it has been questioned whether various variables (gender, department, class level) and problem solving appraisal have a common effect on utilization of motivated strategies for learning. Results indicate that for both women and men, there is a significant and negative sided relationship between problem solving appraisal and utilization of motivated strategies for learning. Besides, except Elementary Science Education and Early Childhood Education departments, for all the departments, there is a significant relationship between problem solving appraisal and utilization of motivated strategies. Finally, it has been found that problem solving appraisal predicts utilization of motivated strategies significantly, but there is not a common effect of problem solving appraisal and various variables (gender, department, class level) on utilization of motivated strategies for learning.