This study is designed to shed some light on the role of internal resource management strategies (attention, effort, time management), intrinsic motivation, and preferences of different lesson formats (asynchronous, synchronous, physical) for student teachers’ perception of learning conditions during Covid-19. A sample (N = 348) of student teachers was asked to give their view on their online-learning experience after the first online semester in a questionnaire study. The results indicate that intrinsic motivation, learning strategies, and preferences for lesson formats were connected with the perceived quality of teacher training. Specifically, the results show that 1. attention and intrinsic motivation were not only associated with the perceived quality but also with preferences of different formats, 2. preferences for asynchronous and synchronous formats were positively related and preferences for physical instruction were negatively related to the perceived quality of teacher training. Implications for future research and higher education are discussed.