Residents and spouses in the University of Minnesota Family Practice Program were surveyed using an inventory relating to psychosocial stresses in their lives. Faculty realized that the residency period of education was a process of critical role transition. Adequate adaptation made to stresses is related to the learning environment. The survey revealed that central concerns are leisure/time scarcity problems, domestic/spouse complaints, conflicting demands on study needs, lack of self confidence, reservations about medicine as a career choice, decrease in sexual expression, parenting worries, and communication deficiencies. Empirical data on stresses give rise to some program modifications and to further research.