This study was designed to assess, over a seven-year period from the commencement of teacher preparation through five years of teaching, the development of teachers' self, impact, and task concerns as formulated by Fuller for a longitudinal sample of teachers (N=60) and to determine what, if any, personal and academic attributes of teachers might be associated with these teachers' changes in concerns about teaching. Statistically significant developmental changes in the teachers' concerns about teaching were identified, as hypothesized by Fuller, with concerns about survival as a teacher (self concerns) decreasing and concerns about the task of teaching increasing; whereas the teachers' impact upon pupil concerns, in contrast to hypothesized changes in the Fuller model, were highest in intensity but relatively stable at all four points in career development. Changes in concerns during the teachers' careers were found to be related to their education grade point averages, gender, and personality type but not to their basic academic skills, academic majors, family characteristics, ACT scores, and locus of control orientations. (Contains 17 references.) (Author)