Low quality of medical education has been a longstanding issue and needs to be addressed by medical teaching professionals. Like any other educational stream, teaching-learning in medicine also aims at affordable, student centered and quality education. It is possible to derive information about the effcacy of medical education in a variety of ways. Of them, perception-based assessment of the education quality is a proven method and thus this method was used in drawing the views of undergraduate medical students in many studies. These show that content-based teaching affects negatively the students’ learning process. Student’s educational attainment depends on the quality of teaching and learning. Satisfaction with learning and the educational achievement of medical students is directly dependent on the learning environment; the support system, course content and factual learning – all are creating communication barrier for the students. The traditional mode of teaching-learning as per the undergraduate MBBS curriculum is still predominantly followed in Bangladesh with a teacher centered, discipline-oriented, information gathering and hospital-based approach. Students’ perception become negative because of delayed feedback from teachers, unavailable or poorly arranged technical support, limited self-regulation and self- motivation, the intense sense of isolation and deprivation, monotonous one-way instructional methods, and poorlydesigned traditional course content. A curriculum that includes problem-based learning may be of value to provide students with stimulating learning; structured clinical teaching with specifc curricular objectives, as well as mentoring of students by faculty in a student-centered environment might improve the learning environment of the medical students.