A model for testing educational satisfaction was developed, and a satisfaction survey was administered to 424 alumni of several architectural schools in the Midwest. Attention is directed to both a simple overall measure of satisfaction and a complex, additive measure. The first measure assumes that individuals perceive satisfaction and dissatisfaction as two distinct processes that depend on a wide variety of external conditions and internal values. The second measure decomposes the overall perception by using a theory of dissonance that assumes that satisfaction and dissatisfaction are bipolar opposites on the same scale. The study of satisfaction breaks down architectural education into a professional and general component that occurs at the university, and an apprenticeship component that occurs in the offices of practicing architects. The correlation between simple, overall measures of satisfaction with the two university components was high, but their correlations with the apprenticeship component were low. Apparently, factors that affect satisfaction at the university are not operating in the apprenticeship experience. Satisfaction with the apprenticeship components was significantly higher than satisfaction with the university components. Possible reasons for the findings are briefly discussed. (Author/SW)