This investigation examines aspects of junior doctor training as perceived by both junior doctors and their supervisors. The studies were conducted as part of the role of educational facilitator at a district general hospital. The first and second studies report on surveys that were used to determine the experience of formal educational structures and informal training as reported by two cohorts of junior doctors. Qualities of the supervision relationship were explored using the Barrett Lennard Relationship Inventory (BLRI, Barrett Lennard 1962). Focus groups and in-depth interviews were used in the third and fourth studies to explore hospital consultants' perceptions of medical training. The main findings of this investigation are as follows. The salient learning experiences reported by the junior doctors were those referring to their practical experience, learning relationships and self-assessment methods. The junior doctors preferred learning from active involvement and informal situations. Associations were found between the junior doctors' ratings of the training experience and their perceptions of supervision relationships (BLRI). Those with an individual training plan were more satisfied with their training than those without. This investigation also highlighted tensions between the junior doctors' service provider and trainee roles. The functions of the learning relationship are presented in the discussion these include: teaching, role modelling, feedback and support. The generic skills (e.g. decision making) and learning practices (e.g. discussion) described by the hospital consultants in the interviews are discussed with reference to models of professional development (Eraut 1994), reflective practice (Schon 1983) and medical practice (Britten 1991). The findings have implications for the development and evaluation of strategies for training. evidence based medicine and clinical governance because they demonstrate the processes by which skills for medical practice are formed.