In a time where students in the United States academic performance continues to lag behind in the international rankings, a disconcerting phenomenon in concerns literature indicates that pre-service and in-service teachers report low levels of concerns regarding the effect implementation of educational innovations have on students. This study explored the relationship of pre-service teachers' learner-centeredness and their concerns related to how learner-centered education affects students. Results indicated that as learner-centeredness increased, so did concerns about student outcomes. Implications for teacher education programmes in the US and abroad will be discussed. (Contains 3 tables and 1 figure.)