The purpose of this study is to explore how college faculty characteristics are related to their teaching concerns based on Fuller's model of teacher concern (self, task, and impact concern). Fuller's model was supported by self and task concerns, though impact concern did not follow the model. Impact concern was the highest among the three categories of teaching concerns regardless of teaching experience. Aside from teaching experience, the following were found to be associated with faculty concerns: teacher efficacy, intrinsic motivation to teach, and pedagogical knowledge. Gender and rank differences were also discussed. (Contains 1 figure and 3 tables.)