Aim: This study aimed to investigate the stressors experienced by Australian medical radiation sciences (MRS) students during their clinical education. Background: Clinical education enables students to develop competent clinical skills in a workplace setting. The clinical environment's focus is primarily patient care rather than student learning needs, and literature in cognate disciplines such as nursing demonstrates that this environment can be stressful. The limited amount of local research and the potential for different stressors occurring in different countries supports further research within the Australian clinical environment. Method: The study was approved by the University of Sydney Ethics committee (12023). Data was collected via a piloted questionnaire. the questionnaire comprised demographics, closed-ended questions measured on a Likert scale and two open-ended questions. Eighty-five undergraduate third-year male and female MRS students from the University of Sydney were recruited. Results: Lack of support from clinical staff was identified as the major stressor in both the quantitative (Likert) and qualitative data, with the next three stressors being managing difficult patients, assessment and workload. Non-parametric point biserial correlations of language spoken at home, gender, number of distance clinical placements undertaken and hours of part-time work with 11 of the Likert items revealed non-significant results (p>0.05). Conclusion: This study of stressors in the MRS clinical environment produced results that were similar to those for cognate disciplines. All non-parametric correlation tests between stressors and the cohort resulted in weak and statistically insignificant (p>0.05) results. Implementations based on these findings, with a strong emphasis on improving the relationship with clinical staff, could enhance the quality of clinical education.