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In higher education students are often organized in learning groups. The students might benefit from it when gaining both academic competence and inter-personal skills, such as management of conflicts. The present study measures students’ experiences with conflicts in problem-based learning groups, and how it affects productivity, learning and well-being. Data were collected in 2009 using the questionnaire that was developed for the present study. 359 nursing and vocational teacher students responded. Half of the students had experienced conflicts in their study group. However, mostly these conflicts had few consequences. Eight percent of the students experienced that the conflict had severe consequences. Nevertheless, 13 percent of the students reported positively outcomes from conflicts. Mentors of the group did not significantly help as the students’ experienced conflicts.