This paper addresses the specific areas of stress for graduate interns in programs that require a year-long internship as part of a post-baccalaureate course of study prior to certification. The focus is upon three categories of stress that contain issues and concerns which speak directly to questions about the impact of a program with a longer period of practice teaching and a completed undergraduate degree as one of its requirements for admission. Data from the study were gathered through weekly seminars in which the interns voiced their concerns. The following areas of stress were identified: (1) interns experience the stress of economic hardship because they are paying tuition and are delaying their entry into the work force; (2) interns and their supervisors experience the stress of conflicting perceptions of how much competence is adequate for a beginning teachers; and (3) interns and their cooperating teachers experience the stress of working together in roles and relationships for which there are few models or prescriptions. Suggestions are made for responding to these and other stress factors that may reduce stress for interns and their supervisors. (JD)