This study set out with the aim of exploring the midwifery student experience of learning a clinical skill in Iran. The present findings seem to be consistent with other studies in Iran 14,15,24 which found the mismatch between the number of students in training groups and clinical training resources was problematic for midwifery students. Sending students to extra non-educational clinical placements without support of a clinical trainer in order to achieve the 80 required births, could not be a good solution. Indeed, as according to the International Confederation of Midwifery (ICM), the presence of clinical trainer in clinical placements is essential for midwifery learning.1 Like that was identified in Blåka’s25 study, absence of trainer not only imposed significant stress on our participants, but also deprived them from receiving feedback from the trainers that is essential for clinical education. This decreased the clinical learning outcomes for the participants.