The daily forms of human social life are changing. As part of gradual processes - associated with urbanization, globalization, new technologies, and the overlay of "modern" upon traditional institutions - the context and vernaculars of interpersonal interactions are being altered. Changes of the world are altering the daily social experiences of adolescents, and thus the socialization they are getting in interpersonal skills. These changes are also altering the repertoire of social resources and competencies that adolescents will need to be fully functioning adults in the future. (Larson, Wilson, Brown, Furstenberg & Verma 2002, p.31; Putnam 2000, pp.183-184). Changes in families are making them smaller and more diverse in social capital. Changes in adolescents' nonfamily experience include more time in institutional settings; more involvement with peers; and more cycles of developing relationships with a heterogeneous set of adults and friends. (see e.g. Schoon, Bynner, Joshi, Parson, Wiggens & Sacker 2002; Joshi, Cooksey, Wiggins, McCullough, Verropoulou & Clarke 1999; Furstenberg & Hughes 1995) Hyphothesis of this analysis suggest that these changes will provide many youth with greater opportunities to develop the more versatile interpersonal resources required in the future, but that many adolescents will have restricted opportunities to acquire these resources. Being adolescent means in one way having to make choices that will influence rests of their lives. One of the most important choice is making a strategy on becoming adult: this includes a career plan, and most importantly, a strategy how to get through the plan all the way to the issued goal. Besides planning, adolescents need to commit their actions for the goal. Commitment for a certain long- term goal may influence the life of a young person in multiple different ways. For some, making big, long-term commitments may not cause hazard, but for many, commitments might bee too hard to stick in with, and therefore cause enormous discomfitures on adolescents' pathways. (see e.g. Csikszentmihalyi & Larson 1978; Csikszentmihalyi & Larson 1984) There has been little explicit consideration of the unique life experiences of youth at the medium to top level of socioeconomic spectrum: those in affluent, suburban families. Are privileged, but presumably more pressured than ever, youth being prepared for adult lives in the twenty-first century? This paper assesses whether adolescents' interpersonal experiences are likely to give them the social resources and competencies they will need, and even more importantly, they will actually want. This paper assesses youths' life expectations and the ways adolescents' are climbing in their everyday lives to get through these expectations. Survey method data was gathered from senior high school students (n = 1226) from middle size southwestern Finnish town (population 170 000 inhabitants). Participants consisted of junior, sophomore and senior high school students and a parallel survey was gathered from students' parents and teachers. Survey fill- in form consist patterns of propositions, open-end quoestions and finally, for each statistically sigfificant student segments, there will be a free-based composition. Final data gathering will take place in autumn 2005. Final report of the study will include follow-up data from the sample group selected for this study.