The purpose of this study was to identify and compare the teaching concerns of two groups of preservice teachers who were taught language arts methodology through the use of different approaches. A traditional approach (lectures and demonstrations by the professor) was used with one group (n=43) and a field-experience approach (lectures by the professor, followed by practicum assignments in schools) was used with the other group (n=53). Teaching concerns were identified by having each preservice teacher list, and then rank order, his or her concerns about becoming a teacher; lists were obtained at the beginning of the semester and again at the end. Qualitative procedures were used to analyze and interpret the data. At the beginning of the semester, the most frequently occurring concern areas for each of the groups were similar: student discipline, being a good teacher, and having sufficient subject-matter knowledge. By the end of the semester, however, the two groups differed in their concern areas. A more realistic understanding of what it is to be a teacher in an elementary classroom was probably the key factor influencing the differences in concern areas between the two groups. A major difference was that concern about discipline increased in frequency among preservice teacher participating in field experiences and decreased among those who did not participate in field experiences. Also, it was found that concerns about being a good teacher and about problem parents decreased in frequency among preservice teachers who had field experiences. Data tables are attached. (Contains 17 references.) (JB)