The rapid influx of nontraditional students is drastically altering the complexion of teacher preparation programs. The purpose of this study was to identify how the nontraditional student teacher compares to the traditional student teacher regarding concerns about elementary classroom teaching, and to recognize any differences in concerns about elementary classroom teaching among nontraditional students. For the purpose of this research, traditional students were defined as students 24 years of age and below, nontraditional students as students 25 years of age and above, and career switchers as students also 25 years of age and above. The sample for the study consisted of the 72 elementary education student teachers for East Stroudsburg University (Pennsylvania): 50 traditional and 22 nontraditional student teachers. Data were collected during the practicum sessions held at the university, using a data collection form on the first practicum session day, the Teacher Concerns Checklist instrument administered in pre- and post-student teaching situations, and an individual narrative completed in the middle of the semester. Findings from the study confirmed differences in the levels of self and task concerns between traditional and nontraditional student teachers, and suggested that cooperating teacher training sessions should emphasize the needs and differences of the various types of student teachers and provide training in diverse avenues for supervision of these students. Findings indicated that impact concerns were extreme throughout the student teaching semester, signifying a concern for the learning that occurs for students in elementary classrooms. The findings also suggested the need for inclusion of a management technique course and earlier, more extensive field experiences. Data tables, concern factors, and the ethnograph coded response are appended. (Contains 35 references.) (ND)