Self-regulated learning (SRL) is essential for preservice teachers, who have to manage their own learning and foster SRL in their future pupils. Despite its complexity, SRL has rarely been studied using person-centered approaches in teacher education, and existing findings are seldom replicated or tested for stability. This study addresses these gaps by (1) replicating previously validated SRL profiles, covering all three SRL phases, in a face-to-face context (N = 383), and (2) examining their temporal stability over one semester (N = 90). Latent profile analysis confirmed five distinct profiles: process-oriented competent, preaction-volitional competent, action-cognitive competent, repetitive-low reflective, and avoiding-unreflective learners. Across the semester, 51.11% of participants moved into more competent profiles, 33.33% remained stable, and 15.56% shifted to less competent profiles. The results highlight substantial heterogeneity in SRL competencies among preservice teachers and underscore the relevance of longitudinal, profile-based approaches. Implications for differentiated support strategies and professional development in teacher education are discussed.