Over the last several decades, countries in the Middle East and North Africa have made considerable achievements in improving reproductive health services and outcomes. However, significant disparities persist between countries in the region and within individual countries. Studies investigating reproductive laws and policies, family planning program development, and the integration of paramedical personnel into program formulation has dominated the limited research agenda. However, the role of physicians, and specifically the reproductive health training that physicians receive, has been accorded little attention. In Jordan, physicians play an essential role in reproductive health care, as service providers, policy makers, and supervisors of paramedical staff. Consistent with broader regional trends, the majority of Jordanian physicians now receive their primary medical training in-county and an increasing number now enter directly into general practice after graduation. Consequently, exposure to comprehensive sexual and reproductive health (SRH) issues in medical school is especially critical. Recent published studies have identified that improvements in physician education and training are key to improving women’s access to and adoption of modern methods of contraception, preventing unintended pregnancy, and addressing intimate partner violence. Further, although Jordan’s national family planning program was established in 1973, the National Population Council’s most recent strategic plan reflects a bolder commitment to increasing access to a range of contraceptive services and improving service delivery. Thus understanding what medical students are learning about reproductive health can help support and advance these overall strategic priorities. In 2010-2011 we conducted a rigorous, qualitative study to assess the reproductive health content of medical education in Jordan with a specific focus on contraception, unintended pregnancy and abortion, and intimate partner violence. Through 32 in-depth interviews with medical students at all four accredited medical schools, this study aimed to understand better medical students’ didactic and clinical exposure to SRH issues, identify curricular strengths and gaps, and learn about possibilities for expanding SRH content. We conducted content and thematic analyses using both a priori (pre-determined) codes and inductive techniques. The findings demonstrate that significant curricular gaps in contraceptive coverage (particularly with respect to emergency contraception) exist, misinformation about medico-legal issues surrounding abortion abound, and content related to intimate partner violence is inconsistent. We conclude this paper with a discussion of how the results from the study are informing curriculum reform efforts currently underway in the Kingdom.