The purposes of this study were: (1) to identify the communication concerns of prospective, student, and inservice teachers and (2) to determine differences in the concerns of the three groups with regard to a three‐phase conceptualization: concern with self, task, and impact. Findings were that: (1) prospective teachers expressed more self than task or impact concerns, (2) student teachers expressed more task than impact concerns, (3) inservice teachers expressed more impact than self or task concerns, and (4) prospective teachers expressed more self concerns than student or inservice teachers, student teachers expressed more task concerns than prospective or inservice teachers, and inservice teachers expressed more impact concerns than prospective or student teacher