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Background: Research has shown that medical students and residents struggle to maintain personal relationships due to the difficulty of delegating time between work and their social life. With increased workloads and stress, physician assistant students are also at an increased risk for compromising quality time spent with friends, family, and significant others for school. A better understanding of the effect of PA school on interpersonal relationships could aid in developing strategies to help students manage their time inside and outside of the classroom, decrease stress, and maximize time within interpersonal relationships. Purpose: This research intended to investigate the impact of stress PA school causes on both romantic and platonic interpersonal relationships of PA students while they are undergoing the rigors of an accredited PA program. This research seeks to determine if romantic and platonic relationships of PA students undergo changes during the didactic and clinical phases of PA programs. Methods: A cross sectional study was conducted among physician assistant students within the South College Atlanta and Knoxville Physician Assistant programs. A blind study, using an online questionnaire via the online platform Qualtrics was used to assess whether stress, induced by PA school, has had an impact on the interpersonal relationships of students. Using the Qualtrics software, quantitative and qualitative data was analyzed and interpreted by researchers and a statistician. Results: Out of 295 students currently enrolled at the South College Atlanta and Knoxville Programs, 134 responses were obtained and analyzed in this cross-sectional study (n=134, median age range 18-25 years). The responses included 66 students in the didactic phase of education and 68 students in the clinical phase of education. Of these responses 99 students were v female and 35 students were male. A negative correlation (p= -0.359) was found between the phase of education and remaining single while in PA school. A positive correlation (p= 0.018 for romantic relationships, p= 0.006 for platonic relationships) was found between a reduction in quality time in interpersonal relationships and family members, friends, and romantic partners expressing wishes for more quality time. A positive correlation (p= 0.002 for romantic relationships, p= 0.008 for platonic relationships) was found between the length of a relationship and friends, family, and romantic partners voicing desire for more quality time. Conclusion: This study suggests that the stress of PA school impacts interpersonal relationships by decreasing the amount of quality time spent within these relationships and by impacting the ability for PA students to form new relationships while in PA school. Statistically significant data shows that the didactic phase of the PA curriculum leads to increased strain in interpersonal relationships, and that the length of time students are in romantic relationships correlates with loved ones voicing desire for more quality time. Data from qualitative responses also suggests that those who received emotional support from family, friends, and romantic partners while in school reported better mental health, leading to favorable outcomes in school.