Summary: This study investigated students' perceptions and performance in a prosthodontics theory exam involving 560 students from various academic levels. Factors such as exam evaluation, preparation methods, material sources, timing preferences, and demographic influences were analyzed. Results showed that gender, study level, and GPAs influenced exam evaluation and perceived difficulty. Most students relied on lecture materials for study, with a preference for blended lectures and practical sessions. Performance was linked to study level, GPA, exam preparation time, and the use of textbooks. Recommendations include tailored guidance for exam preparation, incorporating diverse teaching methods, and emphasizing regular study habits and textbook utilization for improved academic outcomes.