The purpose of this study was to examine the frequency of concerns by type (self, task, and impact) of preservice physical education teachers participating in an early field experience. Participants (n = 52) taught three physical education lessons in a junior high school. Following each teaching episode, participants wrote concerns in their teaching journals. McBride's (1993) TCQ-PE served as a code guide for tallying journal concern statements by type. Results for separate one-way repeated-measures ANOVA with Bonferroni post hoc tests indicated a statistically significant reduction in frequency of self concerns across teaching episodes and a statistically significant increase in impact statements across teaching episodes. Independent-samples t tests indicated a statistically significant difference between genders in frequency of self concerns, with females logging a greater number than males. Results suggest that preservice physical education teachers participating in an early field experience can shift some of their concern from self to that of impact. (Contains 1 figure and 2 tables.)