This study investigated changes in outstanding teachers' concerns about teaching at four distinctly different career stages, based on F. Fuller's model of teacher development. Four samples totalling approximately 300 preservice and inservice teachers were administered the Teacher Concerns Questionnaire upon commencement of training or in early, mid, or late stages of their teaching careers. The outstanding preservice teachers had scored 24 or higher on the American College Test; the outstanding inservice teachers were Jennings Scholars. Statistical analysis revealed that the teachers reported significantly different levels of task, impact, and self concerns among the four career stages. Preservice teachers had lower task and higher self concerns than did inservice teachers. Inservice teachers were more concerned about impact upon pupils than were teachers commencing training. The three groups of inservice teachers with varied years of teaching experience differed significantly from one another only in the area of self concerns, where outstanding late career teachers were lower. (Contains 10 references.) (JDD)