The Austrian reform programme “LehrerInnenbildung Neu” is aiming at profoundly profes-sionalizing university teacher education. Consequently, it claims for a reconception and reframing of its curricular standards. Following the concerns of PhD Graduate School „Bild-ungsgangforschung“ and Hahns concept of subjective developmental tasks, this project takes students learning needs as a starting point for conceptional changes in the course of this forthcoming reform. By means of an empirical interview survey on students well-being and crisis students went through in the course of their studies, their learning needs in the form of subjective, study-based developmental tasks are reconstructed (Grounded Theory). Findings of this study have shown that teacher education students primarily concentrate on enhancing their self-regulation abilities (e.g.: increasing and consolidating self-confidence, autonomy of action, resistance) during their years of studies and resume developmental tasks of adolescence (e.g.: clarifying job choice, break with parents home). These results are summed up into the reconstructed developmental task autonomy, failure tolerance, competence, resilience und self-concept. Since those developmental tasks mark significant steps within teacher educations students professional development, they need to be considered as an essential point of reference in the course of the on-going curriculum development. On the basis of those findings, implications for the improvement of university teacher education can be derived, which are only rudimentarily visible in current educational concepts.