This Study is to understand and to explain how nursing doctoral course students experience of process of geting out from Begeuum using grounded theory approach. Ten nursing doctoral course students were participated in the study. Their ages were form 29 to 45 years old. Three of them were the first semester, three of them were the third semester, one of them was the fourth semester, the rest of them were the fifth semester. The data were collected by in-depth individual interviews by investigators during May-July in 1996. The results of the study were as follows ; 114 concepts, 20 inferior categories and 8 superior categories were emerged by constant comparative analysis. The 9 superior categories include `burden`, `emotional experiences`, `physical experiences`, `personal charateristics`, `effort type`, `problem oriented coping`, `emotional oriented coping`, `scholarship self-building`, `delayed scholarship self-building`. The core category which encompasses all 9 superior categories was emerged as `the process of geting out from Bugeuum`. Hypotheses were derived from the analysis. 1. The larger the object recognizes the burden, the more she will experience the `Bugeuum`. 2. The object will experience the more `Bugeuum` when she has the last - born children under six years old in the characteristics of her family relationship. 3. The more the object`s family-members support him in the characteristics of her family relationship, the less he will experience the `Bugeuum`. 4. The stronger the object`s physical strength is in the characteristics of individual, the less she will experience the `Bugeuum`. 5. The more the object`s character is resonable in the characteristics of individual, the less she will experience the `Bugeuum`. 6. The more the object`s business-bulk is heavy at his place of work in the characteristics of her works, the more she will experience the `Bugeuum`. 7. The object will experience the more `Bugeuum` when the subject is progressed by the pattern of discussion in the characterisrics of instruction. 8. The large the group dynamics of the trainee is in the characteristics of instruction, the less she will experience the `Bugeuum`. 9. In case of using the coping-mechanism of the structural role-definition and the reactionary role-action for the students` role-compliance about the "Bugeuum", they will adapt well themselves to a doctor`s course. 10. In case of suing the emotion-centered coping-mechanism for the student`s role-compliance about the "Bugeuum", they will adapt well themselves to a doctor`s course. 11. In case of using the coping-mechanism of the individual role-definition for the students` role compliance about the "Bugeuum", they will not adapt well themselves to a doctor`s course.