The purpose of this study was to examine the sources that pre-service teachers (PSTs) use when they construct their self-efficacy beliefs and learning goals, which compose their motivational profiles. Pre-service elementary teachers (n = 22) with different motivational profiles participated in narrative interviews designed to examine retrospectively their past experiences in mathematics and the effect of those experiences on their motivational profiles. Results reveal that participants relied on multiple sources to construct their efficacy beliefs and goals, including past performance, vicarious experiences, verbal persuasions, career goals, and the fit between participants' views of mathematics and the nature of mathematics in their classes. While some of these factors have been identified by previous research, the contribution of the current study is to extend this research to a new population and to elaborate on these factors. Results also help refine and extend our knowledge of PSTs' motivation and suggest ways that teacher educators could influence PSTs' motivational profiles. (Contains 2 tables, 1 figure, and 6 footnotes.)