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The objective was to study elements forming students’ professional identity and experience ofdental education. Focus was on how students cope with conflicting demands and the interaction between a male dentist norm and predominantly female students. Semi-structured interviews were conducted with three teachers and ten students from the Umeå dentistry programme. The Grounded Theory method used generated a model centred on ‘‘Experiencing ambiguity’’ – ambiguity about actual effort needed and actual demands to be met. Also central were ‘‘Experiencing stress’’, time related as well as strain related, and ‘‘Demands lead to quality’’. The consequences of this ambiguity will be further explored.