This study examined the way of presenting the learning goals of ones who will soon teach students in Korean language class for the goal to improve teaching ability of pre-teachers. Under the suggestions that the learning goals must be presented in line with motivation strategies for learners’ to understand learning goals voluntarily, this study analysed the matters of their teaching-learning scenes. As a result, it found out the differences in presenting learning goals utilizing motivation factors, and disposition types between learning goals and motivation activities. It was found that the pre-teachers used Attention, Relevance and Confidence factors in order to draw learning goals. In the cases where interests of learners were utilized and where interests and relevance of learners were utilized, it discovered a problem aspects. When the learning goals was shared by students and pre- teachers to achieve it effectively, ‘teacher leading type’ and ‘teacher- student equality type’ were found. Based on the results, the following results are drawn. First, it needs to teach the way to link learning goals with motivation strategies for the improvement of teaching ability of pre-teachers. Second, it needs to teach effective instructional communication which leads students to understand learning goals with learning motivation.