Teachers educate children in a way that potentially leads these learners to become active agents in constructing a better world. The present study examined teacher candidates' beliefs about the characteristics of self-regulated teacher. Specifically, teacher candidates (N = 71) described the characteristics of a teacher with high teacher's self-efficacy beliefs and indicated how teachers can enhance willingness to delay gratification among their students. The most frequently listed characteristics of a teacher with high teacher self-efficacy beliefs were a) possessing self-efficacy beliefs, b) the ability to engage in self-motivation, and c) to be a self-regulated teacher. The three most frequently cited ways by which teachers could help their students to delay gratification were: a) helping the students to reward themselves, b) helping the students to think about long-term goals, and c) helping the students to consider the positive self-consequences of their actions. (Contains 1 table.)