This study aims to find out whether accumulating theoretical knowledge through methodology courses and experiencing real teaching practice during practicum may lead to any changes in EFL student-teachers' probable concerns about teaching. The study further attempts to define these changes, if any. To reach the aims of the study, data were collected by means of a scale developed on the basis of the student-teachers' concerns about teaching and teaching practice concerns sheets (TPCS), which they kept for a period of ten weeks. In order to bring more depth to the study, the data were triangulated by the student-teachers' narrative reflections. Results indicate a significant difference between student-teacher concerns at the beginning and the end of teaching practice. It appears that practicum provides student-teachers with a base for awareness on teaching related issues in real contexts. In addition to this hands-on experience, the findings also demonstrate that the knowledge base of student-teachers played an influential role in triggering the change in the nature of their concerns.