This article examines teaching concerns at successive life stages among teachers with up to twenty years' or more teaching experience. Three concern stages are discerned. Nine common concern factors were found from factor-analysing thirty-three concern items. Results show that student discipline, relations with students, and students' learning and performance, are the highest concern factors in all three stages. Teachers' concerns grow more intense from stage to stage but their conception of concern factors also changes from stage to stage. The concern factors reveal three clustered groups whose membership changes in stages. This shows that teacher development is not linear but can vary up and down.