Background and Objective: Advanced educational systems in modern countries continuously revise their scientific objectives and activities to develop the students’ competency which in turn leads to provision of a more accurate and ideal care for patients in the real world environment. The aim of this study was to determine the neonatal subspecialty students’ perceptual experience of developmental care in their educational course.

Materials and Methods: This qualitative study was carried out on 10 neonatal subspecialty students at Medical Universities of Tehran. The data was gathered through semi-structured interviews. After obtaining written consents, the interviews were recorded and transcribed. Data was analyzed through an inductive approach of content analysis. The strategies for results validation included continuous observations at the field site, and supervision and review of the analysis procedures by a research team.

Results: The main themes were found as sufficiently qualified to admit the course, structural and functional constraints of education, challenges to curriculum, lack of structure and procedure of developmental care in health systems.

Conclusion: It is suggested to revise the educational programs in the field of neonatology and perinatal conditions and provide appropriate educational programs to help graduates in getting ready for their new roles in developmental care.