Faculty members' and students' perceptions concerning the relative importances of (1) various performance criteria for students and (2) strategies of evaluation were determined in 1989 by a questionnaire in a single medical school that had both a problem-based, student-centered curriculum and an organ-block curriculum (i.e., regular track). The greatest differences in the rankings of both areas were found between those given by the freshman and sophomore students in the problem-based curriculum and those given by the same groups in the regular track. The faculty members' perceptions tended to be closer to those of the students in the regular track.