Teacher candidates' sense of preparedness is integral to success as a teacher and longevity in the profession. Beyond preparing teacher candidates with content knowledge and pedagogy, elementary teacher preparation programs must be cognizant of teacher candidates' sense of preparedness and teacher candidates' concerns because of the impact each has on their future success. This yearlong study investigated elementary teacher candidate sense of preparedness across three U.S. institutions and across semesters. Qualitative data indicated that practical strategies during coursework and opportunities to apply theory to practice in actual classrooms had the biggest influence on feelings of preparedness. Teacher candidates felt well prepared to plan lessons and less prepared for classroom management, making accommodations and modifications, and assessment. While aspects of teacher candidates' sense of preparedness aligned with the study's theoretical framework, Fuller's concern theory, some teacher candidates never progressed to the concern with impact stage. Considerations for research and practice regarding teacher preparation programs are provided.