This study was designed to investigate relationships between selected teacher characteristics and changes in attitudes and concerns toward teaching during preservice training and the first five years of inservice teaching. Six groups of subjects (N=1,193) were used in the study; three groups of prospective teachers at various stages of preservice training and three groups of inservice teachers completing their first, third, or fifth years of teaching. It was found that: attitude toward teaching was highly positive and relatively stable throughout the concerned time period, task type concerns increased, self-survival type concerns decreased, and impact on student type concerns remained stable and higher than other types of concerns over the six preservice and inservice measurement points. Additionally, teaching field and gender were both found to be related to attitude and concerns toward teaching. Significant interactions were also identified between developmental period (combined preservice and inservice) and teaching field for both the attitude and concerns measures. (Author)