The utility of a theoretical model of quality of life for graduate students was investigated. Variables that relate to the person-environment fit of graduate students were also examined. The data were collected via a biographical data form and seven psychometric instruments. The 142 subjects from two graduate departments at Peabody College were a heterogeneous group of males and females, ranging in age from 22 to 58 years. Students were administered the Flanagan Quality of Life Scale, portions of the Oregon Quality of Life Questionnaire, the Hassles Scale, the Uplifts Scale, and the Mentor Scale. Results indicate that graduate students assess their quality of life through an internalized weighting of positive affect against hassles (negative experiences). Level of mentoring experienced was the best predictor of both overall quality of life and positive affect, while sex of subject was the best predictor of hassles. The results suggest that manipulation of the mentoring relationship may be helpful in regard to increasing positive aspects of life. (Author/SW)