The purpose of the study is to analyze concerns of preservice elementary teacher development and to reveal the factors that influence their development. A growing body of research indicates that teachers might have different job skills, knowledge, behaviors, attitudes, and concerns at different points in their careers and that these changes seem to follow kinds of developmental patterns. The major results of the study can be summarized as the following: First, preservice teachers' concerns related to university life and teaching depend on sex. Females' concerns on grades and teaching are higher than those of males. Second, curriculums provided by university have little effect on preservice teachers' development. In contrast, examination for teacher employment and student teacher's internship are main factors to increase concerns on teaching and teachers' job. Third, the impact of independent variables is low. The coefficients of determination(R square) are nothing but 25.2% in teaching concerns and 12.1% in teachers' job. The understanding of preservice teacher development process would be a knowledge bases to guide teacher education and improve their capacity and performance as a student teacher. Also, the curriculums of university should be designed to consider perservice teacher development.