A study was conducted to identify the concerns of vocational teacher education students (non-teaching concerns and teaching concerns). The population for this study consisted of approximately 225 vocational education students (agricultural, business, distributive, home economics, industrial, and vocational-industrial education) enrolled in either an undergraduate methods course or in student teaching at Virginia Polytechnic Institute and State University. An open-ended pre- and post-instrument, which permitted the students to state in words, phrases, or sentences any number of concerns which may have been on their minds at the time of administration, was used. A total of 2,149 concern statements were collected and then coded into one of four concern levels and corresponding numerical values: non-teaching (0), self (1), task (2), and impact (3). The findings included the following: differences in concern level existed among students in the different vocational program areas at various points in their undergraduate program; female students had a slightly higher level of concern than did males, minority sex groups had a higher level of concern than the majority sex groups, and student teachers generally had a higher level of concern than methods students. (JH)