Background: Achieving changing needs, advancing knowledge, and innovations in higher education require the constant changes of medical school curricula and successfully applying the new reforms requires some modifications in the medical educators' core beliefs. The purpose of this study was to describe the medical educators’ beliefs about the alignment of the learning goals, teaching and assessment in the context of the curriculum changes.Method: A qualitative method was used to study the medical educators' beliefs by selecting the faculty participants via a purposeful sampling strategy. This study was conducted at a Medical School in Iran. For the individual interviews, we invited both the professors of the basic sciences and the clinical professors who had worked with the medical students for at least five years. Ten educators were interviewed.Result: The results of the research show that the professors believe that the development of competencies has been abandoned and this is due to the priority of treatment to education in the clinical course and the limited learning experiences. Moreover, the gap between the content and the context and the practicing in the hospital instead of the clinics has reduced the authenticity of the learning environment this situation, and has affected its quality. The non-systematic assessment has also helped to establish.Conclusion: The compartmentalization of the curriculum and the structure of the medical education have caused the beliefs of the professors to be in line with the past perspectives, despite the change in the curriculum, and a change in the structure of the curriculum is necessary to change them.