This study investigated possible relationships between selected teacher candidate characteristics and changes in concerns about teaching reported prior to and following teacher preparation for those candidates successfully entering or failing to enter the teaching profession. A longitudinal sample of 242 teacher candidates reported concerns about self-survival as a teacher, the task of teaching, having a positive impact upon pupils, and concerns about obtaining a teaching position prior to and near the end of teacher preparation, and then seven years after the commencement of teacher preparation these candidates were classified as to the extent of their success in entering the teaching profession. The MANOVA procedures completed with the collected data revealed changes in concerns about teaching during preparation; no differences in teaching concerns between full-time teachers, part-time teachers, and those not teaching; and several statistical interactions. The statistical interactions revealed relationships between the candidates' degree of success in making the transition from students to teachers and the candidates' grade level of instruction, time in preparation, student teaching performance ratings, extent of initial assurance about becoming teachers, Comprehensive Test of Basic Skills scores, and Myers-Briggs personality preferences for one or more of the concerns about teaching scores. (Contains 22 references.) (Author)