Background: The educational environment (EE) has a significant impact on medical students' learning, academic success, and professional development. Systematic EE evaluation provides important data for curriculum reform and quality assurance. However, evidence from resource-limited and underrepresented settings remains limited. This study aims to assess medical students' perceptions of the EE at the University of Gadarif in Sudan using Dundee Ready Educational Environment Measure (DREEM). Methods: A cross-sectional descriptive study was carried out with third, fourth, and fifth-year medical students. A total of 125 out of 361 eligible students participated. The standardized DREEM questionnaire, which assesses five domains—students' opinions of learning, instructors, academic self-perception, environment, and social self-perception—was used to gather the data. SPSS version 20 was utilized for data analysis. Descriptive statistics were computed, and independent samples t-test and one-way ANOVA were used to assess associations between students’ characteristics and DREEM domain scores, with statistical significance set at p < 0.05. Results: Of 361 eligible students, 125 participated (response rate 34.6%). The mean total DREEM score was 111.2/200 (55.6%), indicating a borderline positive EE. Domain scores ranged from 53.9% to 57.5%, reflecting consistently moderate perceptions across all domains, with students’ social self-perceptions scoring the lowest. Eleven items (22%) scored below two, highlighting key problem areas, particularly related to timetabling, teaching effectiveness, and student support systems. DREEM domains are variably affected by gender, residence, and academic level. Conclusions: The EE at the Faculty of Medicine, University of Gadarif was perceived as borderline positive, which is comparable to regional and international institutions. However, the relatively low response rate may limit representativeness. The findings highlight specific domains requiring targeted interventions and demonstrate the value of systematic EE assessment in informing evidence-based improvements, particularly in resource-limited medical schools.