Anatomy education as a part of medical education is being discussed worldwide associating with medical education and restructuring studies are being continued. In this study, we aimed to determine and discuss available education program and the issues on teaching learning process of anatomy education in Medical School, University of Ankara. The findings are as follows: *97,60 % of the subjects state that they would like to take the anatomy course in the first or second year. *60,46 % of them claim that the histology-embryology course should be taken before the anatomy course; in addition, 42 % of them express that the physiology and medical biology courses should be studied earlier than the anatomy course. *95,70 % of them think that they have crowded classrooms, 80,29 % of them believe that they are negatively affected by the lecturers who do not use different teaching techniques rather than lecturing, 77,99 % of them admit that they do not prepare the course in advance, 55,61 % claim that they could not meet the lecturer outside the classroom, 54,81 % express that the audio-visual materials are not used efficiently in the classes. They claim that all the factors mentioned above influence their learning process. *77,43 % of them emphasize that clinical anatomy, transectional anatomy and radiological anatomy which help the Correlation between anatomy and clinical sciences should be available in the syllabus. *79 % of them say that the theoretical part of the anatomy course is sufficient, but practice of the course should be increased. *85,99 % of them point out that the number of midterm exams is enough, but 9,18 % of them state that the number of the exams should be decreased. *The subjects want to have different types of questions in the exam. The rate of their demand for the various questions is between 2,70 % and 28,83 %. The most demanded type is multiple-choise questions.