This study assessed the learning environment resulting from a reformed first-year curriculum at the University of Michigan Medical School. First year medical students (N=435) provided demographic information and rated their academic and clinical preparation, aspects of the learning climate, and the level of their cognitive and behavioral skills for the years 1992 to 1995. The study suggests that all students value a strong academic program and learning interactions that are mutually respectful and supportive. Variables reflecting curriculum structure and student perceptions of the priority faculty place on education are important predictors of satisfaction with the learning environment. White women and minority men and women reported being uncomfortable approaching their teachers. (Contains 13 references.) (JPB)