Background Despite delivering high quality of undergraduate family medicine (FM) education positively impacts undergraduates. Egyptian studies of undergraduates' teaching quality in FM are limited. This study aimed to evaluate the fourth year medical students' perspectives on quality of FM education and to determine their learning experiences' associated factors at the Faculty of Medicine, Suez Canal University (FOM/SCU). Methods A cross-sectional study included convenience sampling of 109 participants with a response rate 90.83% in academic year 2017/2018. Data was collected via emails from August to September 2018 using a self-administrated questionnaire, which included demographic and academic data, Undergraduate Module Experience Questionnaire, and 2 open-ended questions. Results The mean age of participants was 21.93 ± 0.52 years and 66% of participants were females. More than half of participants positively perceived (Mean score was ≥ 4) improving their competencies by attending training in primary healthcare settings (55%), improving their consultation and communication skills (52.3%), wide covering of intended learning objectives in assessment (52.3%) and satisfaction with objective structured clinical examination (57.8%). Overload work was perceived (Mean score was 2.97) and others learning experiences subscales were questionable perceived (Mean score was 3-3.99). Participants' perceived the presence of unwanted academic pressure on them, too many topics of syllabus, the unsatisfying of library resources for their needs and unhelpful portfolio guide (Mean score was < 3). Family medicine module satisfied 47.7% of participants. The predictors of their satisfaction were learning resources (odds = 9.63) and good teaching (odds = 7.624). There was no significant association between students' demographic and academic variables and their perspectives with quality of FM module. Participants suggested more live lectures (37.6%). Conclusions: Undergraduate FM education strove to satisfy students. Learning resources and good teaching were predictors of their teaching quality. Continuous quality improvement of FM education using students' learning perspectives is needed.