Introduction: It is well established that the graduating medical practitioner must have knowledge and expertise in women's health. A list of competencies has been developed for specialist training, and however, expected competencies have not been defined for undergraduate medical students in India. Aims and objectives: To assess the competencies of the students in conducting normal delivery and common clinical tasks using various tools. Methods: Forty-four final year medical students and 26 teachers participated in the study that was conducted over 4 months. Planned curriculum, teaching methods, and assessment plans were displayed prominently. Faculties and students were sensitized regarding assessment using multiple choice questions (MCQS), short answer questions (SAQS), objective structured clinical examination (OSCE), and direct observation of procedural skills (DOPS). Self-assessment by the students was also done in each competency. Results: All the faculties liked the teaching-learning-assessment method > 3 on the Likert scale. Each student assisted in conducting 20–40 deliveries. Mean score in MCQ and SAQ was 63.6%, 71.7% in OSCE, and 70.7% in DOPS. Mean score in assisting normal delivery by all methods was 77%. Lower than expected score was observed in partogram interpretation (61.3%), and postpartum care (55%). Student self-assessment is lower than faculty expectations in postpartum care (34.3%), family planning services (50.3%), and newborn resuscitation and care (58.7%). Conclusion: Students are confident in assisting normal delivery. They are less confident in partogram interpretation, neonatal resuscitation and care, postpartum care, and family planning service. Assessment using various tools and student self-assessment is important in the identification of thrust areas in curriculum planning.