Background: Organizational culture, reflected through institutional values, beliefs, behavioral norms, communication culture, and patterns of collaboration, plays an important role in organizational development. In educational institutions that train health professionals, organizational culture influences not only the internal environment but also the formation of future professionals’ ethics, attitudes, and communication culture. In Mongolia, there is limited research that comprehensively examines organizational culture, institutional values, behavioral norms, and their relationship with satisfaction in higher education institutions. This formed the rationale for the present study. Aim: This study aimed to comparatively assess the perceptions and attitudes of faculty, staff, and students toward organizational culture at the School of Pharmacy, Mongolian National University of Medical Sciences. Materials and Methods: A cross-sectional analytical study design was employed. Data were collected using a structured questionnaire from 194 participants, including faculty, staff, and students of the School of Pharmacy. The data were analyzed using SPSS version 26.0, and a p-value of <0.05 was considered statistically significant. Results: A total of 194 participants were included in the study; 87.6% were students and 12.4% were faculty members. Most participants were female (93.3%), while 6.7% were male. Regarding self-assessed knowledge of organizational culture policy, 47.9% reported having moderate knowledge, 19.6% good knowledge, and 4.6% very good knowledge, whereas 24.2% reported not knowing and 3.6% reported having no knowledge at all. When comparing groups, the mean satisfaction score was 3.73 among faculty and staff, 4.19 among graduate and postgraduate students, and 3.42 among undergraduate students, showing a statistically significant difference (p=0.003). Among undergraduate students, fifth-year students rated organizational culture the highest, with scores of 3.99 for values, 4.14 for behavioral norms, and 3.56 for satisfaction. In contrast, fourth-year students had the lowest scores for behavioral norms (2.88) and satisfaction (2.41), with statistically significant differences (p<0.05). In terms of satisfaction level, 41.2% of participants rated their satisfaction as “Good” and 29.4% as “Very good.” A statistically significant positive association was observed between knowledge of organizational culture policy and satisfaction (p=0.001). Satisfaction was also positively correlated with organizational culture indicators, with the strongest correlations observed for internal environmental culture and comfort (r=0.802), institutional image (r=0.787), and accessibility of information (r=0.760) (p<0.01). Conclusions 1. The perceptions and evaluations of organizational cultural values and behavioral norms among faculty, staff, and students of the School of Pharmacy differed according to their position and level of experience. 2. Participants who demonstrated a higher level of knowledge regarding the institution’s cultural policy reported greater satisfaction, whereas those with limited knowledge showed lower levels of satisfaction.