Abstract Objective The aim of this study was to determine the current deficiencies of the undergraduate course in Medical Biochemistry, to develop new educational strategies and to increase the orientation towards graduate medical biochemistry education. Materials and methods In this study, a questionnaire was applied to 279 students (106 from Term-I (D-I), 99 from Term-II (D-II) and 74 from Term-III (D-III)) by using face-to-face questioning technique. The questionnaire consisted of 31 questions, 20 of “Attitude Scale for Medical Biochemistry Education Under Graduation” and 11 of sociodemographic characteristics. The 9 items of the scale question importance, 7 items of interest and 4 items of satisfaction. Results The mean scores of D-I, D-II and D-III students were 63.52 ± 12.56, 58.11 ± 13.62, 69.09 ± 11.00, respectively. When the total and sub-dimension scores were compared according to terms, there was a significant difference between D-I and D-II according to interest and total scores; There was also a significance difference between D-I and D-III importance sub-dimension score and there was a significant difference between D-II and D-III terms according to importance, interest, satisfaction and total scores (p <0.05). Conclusion We associate the importance and satisfaction sub-dimension scores of D-III to be higher than both D-I and D-II with the students reaching the level of knowledge that will comprehend the importance of theoretical issues of biochemistry in D-III in clinical use and in medical life. Therefore, in order to establish the relationship between the clinic and the biochemistry course, we think that addressing the clinical biochemistry subjects in accordance with their level may increase their interest and satisfaction. We also believe that this application will contribute both theoretically and practically to the course content of medical biochemistry.