The possibility of differences between beginning teachers and intern teachers (alternatively certified) during their first years of teaching in the elementary classroom was explored. Data was collected from 66 beginning teachers (recent graduates) and 58 intern students (intern teachers) from a California State University campus regarding certification background, classroom performance, and self-perceptions about their concerns. Seven school districts in Southern California were represented. The intern teachers were in a teaching intern program in which the University agreed to provide educational coursework, instructional seminars, and classroom supervision, while the school district provided a paid position, a district mentor, and district supervision. Data were collected through classroom observations, telephone interviews, and a teacher concern survey. Although there appeared to be no differences in the classrooms of beginning teachers and intern teachers at the end of their first year, beginning teachers continued to demonstrate much higher levels of concern and insecurity about their abilities compared to interns. It is possible that this concern is an indicator of a greater focus on the teaching profession, rather than a manifestation of insecurity. Longitudinal follow-up of these teachers may clarify these results. Two tables present study data, and there is a 20-item list of references. (SLD)