Studies of graduate student perceptions of the advanced learning experience are reviewed. Findings include the following: the specialized requirements of the disciplines create unique expectations and pressures that affect students' academic and personal well-being (Baird, 1974); faculty acceptance of opinions held by students and the quality of advising are two dimensions that significantly correlate with graduate student satisfaction (Reagan, 1976); collegiality is the best predictor of academic and nonacademic satisfaction among graduate students (Gregg, 1972); and department heads and faculty often have an inflated notion of their program's strength (Hartnett, 1976). The work by Hartnett considered the following critical dimensions of the departmental environment that influence student perceptions: (1) the nature and quality of student relations with the faculty, (2) the extent to which the department can be regarded as a true "community," (3) the degree of faculty attention to and concern for teaching, (4) procedures and philosophy related to the evaluation of graduate student performance, and (5) the rigidity and/or flexibility of the formal curricular requirements. Each of these dimensions is discussed, and it is concluded that some of these qualities are at the heart of the training. (SW)