Background: TUCOM was established in 1989 and since its establishment adopted an innovativecurriculum. There is a need to study and evaluate the educational environment in the college.Objective: To measure students’ perceptions of the educational environment of the TUCOM curriculum and to evaluate the internal consistency of the 50-item Dundee Ready Education Environment Measure (DREEM) Arabic version questionnaire.Methods: The DREEM Arabic versionquestionnaire was administered to undergraduate medical students in years 2 and 3. Internalconsistency of the instrument and its subscales were measured with the method described byCronbach, and the results were expressed with alpha coefficient ranging from 0 to 1.Results: The 50-item DREEM Arabic version was found highly reliable with alpha coefficient of 0.91. Scores for 10 out of 50 items (20%) were below 2, indicating areas of weaknesses of the TUCOM. Items 17, 3, 50, 23, and 33 had the lowest mean scores of the 50 items. The values for the majority of the items (96%) fell into the range that indicated aspects of the environment that would benefit from improvement (mean scores between 2 and 3). The subscale with the highest mean score was ‘Academic Self-Perception’’ which indicates student’s perception of their academic achievements. Mean score of this subscale was 20.23 ± 4.8 corresponding to 63.22% of the maximum score for this domain.The subscale with the highest mean score was students’ perceptions of their academic skills: 20.23 ± 4.8 out of 32, corresponding to 63.22% of the maximum score. The lowest mean score was for the students’ perceptions of the college atmosphere: 23.97 ± 7.6 (49.94% of the maximum score). Scores observed for year 3 students were lower insubscales SPL, SPT, and SASP compared to year 2, but the difference was not statistically significant. The overall mean score for the 50 items was 113.91 ± 22.46 (56.96%).Conclusion: The DREEM is a reliable andpractical tool for assessing the educationalenvironment in Iraqi Medical Colleges. Thelearning environment of TUCOM is perceived positively and our students’ perspectives compare favorably with studies internationally. Certain problem areas were identified such as cheating, the support systems for students who become stressed, teaching that over-emphasized factual learning, teaching being too teacher centered, and students’ irritation with their teachers; these problems need to be examined more closely. In addition, otherareas that require enhancement in the TUCOMeducational environment were identified foreffective management of learning especially in the students’ perception of teachers and studentsperception of atmosphere sub domains.