An explorative, qualitative study regarding the concerns of nine beginning primary school teachers in Belgium used a combination of two techniques--a log-book and interviews--to explore the types of concerns held by these teachers. Teachers' expressions of what concerned them were reformulated into prototype-sentences, built up from sentence-elements comprising the categories of social interactions with parents, principals, colleaques, and pupils; teaching; discipline; evaluation; lesson preparation; and lack of time. These categories accounted for more than 90 percent of all documented concerns. Teachers also expressed task-concerns, self-concerns, and pupil-concerns. (Author/CB)