Ways in which institutional characteristics and student characteristics interact to produce distinctive learning environments and encourage a sense of identity in students are considered. Professional identity is defined as the process of acquiring the values, attitudes, and skills of the single chosen profession. The process takes place on both the graduate and undergraduate level. Outcomes include a high degree of goal consensus among institutional participants, the translation of this consensus into program goals and policies, the provision of one-to-one and small group interaction between faculty and students, and the provision of opportunities for the development of student subcultures. Also considered is the importance of the educational setting, faculty members as socializing agents, and the student peer group. One of the conclusions is that undergraduate education should be restructured to provide more opportunities for the socialization process to take hold. (Author/LBH)