Clinical education is infrastructure to provide efficient, skilled and knowledgeable manpower for removal needs of community. The aim of this study was to determine midwifery students' achieving rate to learning minimums in specialty units and its performance obstacles from midwifery Students' viewpoint of Ahvaz Jundishapur university of medical sciences. In this descriptive study,, all thelast term midwifery students in1389 – 90 academic year were selected through accessible sampling method. Data collection tools were two questionnaires related to learning minimums in neonate, child, and mother health and family planning units; the data was analyzed by SPSS 12 software as frequency distribution and total evaluating done within scale of desired, relatively desired and undesired. Afterwards, the finding of research indicated the rate of gaining to learning minimums in 30 percent and 70 percent of items in neonate unit was reported relatively desired and undesired; whereas in health and family planning Unit 58.33% and 25 % of items was reported desired and relatively desired and in other items was undesired. In addition, the most important obstacles of learning performance in neonate unit respectively included inappropriate selected clinical environment, doing tasks with intern and resident, numerous students, and low skill and experience of teacher, and in child, mother health and family planning unit consisted of small number of patients in comparison to vast majority of students. Therefore, it seems necessary to revise educational minimums then to be redefined again regarding to gaining nature of every clinical skills and to be adjusted coincide with students requirement and to consider strategies for removal of Performance Obstacles for example practical education on moulage, selection of appropriate clinical environment, and reeducation courses for promotion of clinical teacher skills.