The essence of helping student-teachers lies in an exploration of their concerns about teaching. Based on this assumption, the current study aimed to explore student-teachers' concerns and potential topics of reflection, following their teaching experiences. The analysis of fifty-nine journals revealed the complex pattern of past and future-oriented concerns relevant to students' personal and professional identity, the mission and fading of the teaching profession, and the emotional dimensions of teaching. This paper contributes to the ongoing discussion about developing growth-producing experiences for student-teachers through their teaching practice.