Reexamined Fuller's concerns-based model of teacher development, investigating teacher development during a two-semester teaching internship program by examining patterns of evolving concerns and aspirations. Results supported and extended Fuller's developmental model. Interns' concerns shifted outward from self, to tasks, to students, as well as inward, from those about personal capacity to manage their classrooms to concerns about their personal capacity to grow as teachers and people. (Contains references.) (SM)