Educational environment refers to the climate of where the learning happens and plays an important role in student’s academic achievement, satisfaction and success.  The evaluation of educational environment is important to identify strengths and weaknesses of educational programme. Objective of the study was to explore the perceptions of educational environment among preclinical and clinical year medical students of University Tunku Abdul Rahman (UTAR). The qualitative study was conducted among medical students of UTAR. Focus group discussion was conducted to explore the strength and weakness of educational environment. The data were analyzed by content analysis. The interview protocol was developed based on the Dundee Ready Environmental evaluation Measure (DREEM) and weak areas of the results of quantitative study were explored further. For the domain, student’s perceptions of learning, both preclinical and clinical years students enjoyed their learning as they were encouraged to participate in class and teaching helped to develop their competence. However, preclinical year students preferred more discussion than factual learning during lecture classes. For the domain, student’s perceptions of teaching, both clinical and preclinical year students perceived that the teachers are knowledgeable, and well prepared for their classes. But clinical year students perceived that that the clinical teachers were more authoritarian compare to preclinical year students and they experienced that the teachers angry in the classes because of the student’s presentation and question and answer sessions. For the domain,  student’s academic self-perceptions, both preclinical and clinical year student were satisfied with their academic learning activities but the preclinical year students were less confident about passing the exam compare to clinical year students because of a lot of new things to study. They also thought that they had to memorize more of the subject than understanding because of the subjects are more factual learning. Regarding the domain, students’ perception of atmosphere, both preclinical and clinical year student felt comfortable that the atmosphere was motivative and relaxed but clinical students prefer the timetable to be well prepared and more welcoming clinical environment. For the domain, students’ social self-perception, both preclinical and clinical year students believed that they had good friends in class and satisfied with their social life. The concern for clinical year students was that they all busy with clinical work and less time to study and could not enjoy the course compare to the preclinical years. Both preclinical and clinical year students thought that the student support system is not effective enough for them to solve the problem. In conclusion it was recommended that the weak area of educational environment reported by students should be monitored closely and maintain an educational environment that would satisfy for all MBBS students.