Introduction and goals: Learning environment has an important role on the process and the quality of education. The purpose of current research was to determine the perception of the medical trainers from the educational environment of the Shahid Beheshti University of Medical Sciences (SBUMU) using a DREEM (Dundee Ready Education Environment Measure) survey. Methods: This is a qualitative study in which 160 male and female students of medical faculty of SBUMU, whom had passed minimally 6 months of their clinical training period, were randomly selected from the proper trainers at the time. A demographic epidemiologic questionnaire and a Persian form of DREEM survey was utilized to evaluate the samples. The validity and reliability of the survey was investigated in other articles and here we have calculated a Cronbach-alpha of 0.75 for internal consistency. The survey consists of 50 questions and 5 subscales with a total score of 0 to 200. Data analysis was performed following the DREEM guideline. Further, the relationship between the age, gender, entrance year and the training ward is investigated. Results: The comprehensive perception of medical trainers from the course indicated a mean of 143.08±17.89 according to DREEM survey. The result of 5 sub-scales of DREEM (consisting of the trainers’ perception of learning, trainers, the educational statues of the students, the atmosphere or the educational environment and social status of the students) showed that (63.1%) of the medical students had a positive perception from their learning (34.6±29.16) and none of them indicated a very weal perception (0.00%). (63.1%)of the trainers had a right attitude (30.5±18.60) and a wrong attitude was not seen in this study (0.00%). (58.8%) of the students had a positive perception of their educational status (19.76±4.60), a totally wretched sensation was not seen in current research (0.00%). (61.3%)of the students had a positive perception of the educational atmosphere (35.06±5.72), and a panic from the environment was zero percent. (50.00%) of the students described a satisfactory social status for themselves (21.2±54.62) and an unsatisfactory perception of social status was zero percent for the trainers. The students’ perception from their learning process, trainers and social status according to their age, gender, the educating year and the surgical and non-surgical wards did not indicate a meaningful difference statistically. The students’ perception from their educational status according to their age and sex did not show any significant difference statistically, but according to the educational year and the surgical or non-surgical wards there were a significant statistical difference. Discussion and conclusion: The result of current evaluation determined that for a development and progression in the educational environment of medical training in SBMU, one should work on the interactive student-based approaches of learning and educating, a more concentrated connection between content with occupations’ subjects and an increased support for the students to develop a better access to the facilities and a diminution in their stress and anxiety.