This study identified changes in prospective teachers' (N=153) concerns about teaching as they progressed through teacher training, and investigated the relationship between these changes and the prospective teachers' Myers-Briggs personality preferences, Rotter's locus of control orientation, and selected personal attributes. It was found that levels of self-survival type concerns decreased and that teaching-task type concerns increased during teacher training; numerous relationships were identified between changes in pre- and post-test orientations of the prospective teachers. Each of the four Myers-Briggs dichotomous personality preferences, Rotter's external-internal locus of control classifications, anticipated grade level of instruction, level of basic academic skills, and gender were all found to be related to changes in the prospective teachers' concerns about teaching during teacher training. These findings were tentatively interpreted to support the argument that personal characteristics as well as environmental factors influence the nature of the impact of teacher training upon prospective teachers. Tables displaying the data and findings, and the Myers-Briggs Type Indicator report form are included. (JD)