Fuller and Bown (1975) postulated that novice teachers move through three hierarchical stages of development: concerns about self, subject matter, and finally concerns about student impact. Killian, et al. (2013) found that novice teachers when asked to list their concerns, most frequently listed self concerns and seldom listed student impact concerns. Contrastingly, when Campbell & Thompson (2007) asked teachers to rate concerns given a prepared list, novice teachers rated student impact concerns much more highly. We postulated that the conflicting results were caused by differences in the dependent measures and designed this study to ask the same respondents to list concerns and to rate prepared statements. Preservice music teachers from the same institution (N = 43) completed both a free response dependent measure and rated the Campbell & Thompson prepared statements. We further divided the pool into experienced teachers (those completing student teaching n = 20) and inexperienced teachers (those beginning student teaching n = 23) to explore the effect of teaching experience on the two measures. Results concurred with previous research with some notable exceptions. Preservice teachers overwhelmingly mentioned self on free-response measures and more often mentioned students and subject matter on rating measures. Experienced student teachers responded differently than those who had not experienced student teaching. Results are discussed in terms of future research using multiple dependent measures when evaluating the complex task of the growth of music educators.