As primary agents involved in reform and innovation in preparation programs, teacher educators require ongoing evaluation of the impacts of change. This paper reports a study to determine preservice teachers' concerns as they progressed through a traditional teacher preparation program and changes in their concerns that may have been attributed to coursework and field experiences. Concerns of undergraduate preservice secondary science teachers seeking certification in Biology, Physics, Chemistry, Earth Science and General Science were measured using the Preservice Stages of Concern Questionnaire in each of the academic years of preparation and determined the progression of concerns through those 4 years of preparation. The results of the investigation indicated that during the freshman and sophomore years, the overall shape of the profiles were not changed. The primary concerns remained informational in nature. During the junior year, the profiles became more student centered, with concerns shifting to consequence, collaboration, and refocusing. The consequence, collaboration, and refocusing concerns rose again during student teaching, indicating that the preservice teacher becomes less concerned with their knowledge and ability to teach and becomes concerned with their impact upon students. The study concludes that these findings differ from other studies which may depend on the different instruments utilized for the study. To study the problem further, a longitudinal study with improved instrumentation, additional sites, and a larger sample size is indicated. (Contains 18 references.) (MDH)