Background: Medical education in India faces challenges in adequately preparing students for the demands of modern healthcare due to an emphasis on exam performance rather than holistic competencies. The Foundation Course (FC), a component of Competency-Based Medical Education (CBME), was introduced to address this gap. Methods: This mixed-method cross-sectional study aimed to evaluate student feedback on the FC at Tomo Riba Institute of Health and Medical Sciences (TRIHMS) in Arunachal Pradesh. Results: Quantitative analysis of feedback from 48 first-year MBBS students revealed positive perceptions of the FC's overall quality (66.7%) and its role as a foundation for further studies (87.4%). Faculty support was highly rated (91.7%), while teaching-learning methods elicited mixed responses, with 64.5% rating them good/excellent and 39.5% rating them average/below. Basic computer skills, AETCOM, yoga, and time management sessions were popular among students, in that order. The qualitative analysis highlighted the importance of sessions on basic computer skills, AETCOM (Attitude, Ethics, and Communication), time management, and mental health awareness. Conversely, hostel instructions were considered the least beneficial. Conclusions: These findings underscore the necessity of aligning medical education with student needs and enhancing teaching methodologies. By incorporating student feedback, educators can optimize the FC to better prepare students for medical practice. Future research should explore larger study populations and integrate faculty perspectives to understand curriculum effectiveness comprehensively. Overall, this study contributes valuable insights into enhancing medical education in India to meet the evolving needs of students and the healthcare system.