A s the 100th Congress-begins its second session, attention will focus once again on the education of health professionals. This resurgence of interest is due as much to timing as to the importance of the topic–the authorizations for the health professions educational programs in Title VII of the Public Health Service Act will expire at the end of this term. Even before hearings on the Title VII programs begin, several major issues with respect to medical education are emerging or, more accurately, reemerging. The most prominent fall under what are by now familiar rubrics: the physician surplus, specialty distribution, geographic distribution, student indebtedness, and foreign medical graduates. Closely related, but dealt with outside the context of Title VII, is graduate medical education under Medicare. There is substantial overlap among these areas. For example, student indebtedness directly affects specialty distribution, and the notion of a “surplus” can be cited as an important factor within each issue area. But it is useful to consider them separately in formulating public policies. These issues have been dealt with in some depth by Robert Ebert and Eli Ginzberg in their essay. My remarks will be based on my view of congressional attitudes toward these important points.