The aim of present study was to evaluate the professionalism of clinical teachers in viewpoints of residents and undergraduate medical students. This is a descriptive-analytical study. The learners include medical externs, medical interns (undergraduate medical students) and residents (postgraduate learners) in the X University of Medical Sciences were entered by census. (n = 311). Faculty Professionalism Evaluation Questionnaire was used in this study. This questionnaire includes four domains: Doctor-patient relationship (6 items), Doctor-student relationship (3 items), interprofessional relationship (2 items) and doctor-self relationship (5 items). The content validity of the instrument was assessed by attending experts in medical education and clinical specialties (n=13) in the expert panel. Next, the confirmatory factor analysis (CFA) of the instrument was assessed. Confirmatory analysis has been analyzed using Amos version 24.0 software. In the descriptive step, data were analyzed using descriptive (mean, SD and median and relative percentage) and analytical (student t-test, ANOVA) tests. Results The participants include 126 medical externs (40.5%), 128 medical interns (41.2%) and 57 residents (18.3%). The mean age of participants was 26.43 years (13.18). The results showed the content validity of the instrument was approved by experts. The results of CFA showed the adequate fitness of the model. (GFI=.862,CFI=.912,TLI=.869). The total mean rating score per form (the total maximum rating is 48) given by students was 31.91(SD = 5.84) and ranged from 16 to 45, with a median rating score of 32. Total mean scores was 1.98(SD=0.36) ranged from 0.96 to 2.82. Conclusion The present results showed the professionalism scores of clinical teachers were evaluated at the moderate level in viewpoints of the learners. The results indicated the teachers were far from an ideal role model. Regards, the role of teachers in developing professionalism among learners, it is necessary to empower to play a desirable role model.