Introduction: Effective teaching of occlusodontics is essential for developing theoretical knowledge and clinical skills among dental students. Assessing students’ perceptions provides valuable insights into the strengths and limitations of current educational practices. This study aimed to evaluate students’ perceptions of occlusodontics teaching at the Faculty of Dental Medicine of Casablanca (FMDC), focusing on lectures, practical sessions, and assessment methods. Materials and Methods: A descriptive cross-sectional study was conducted during the 2023–2024 academic year. A self-administered questionnaire was distributed to 2nd, 3rd, and 4th year dental students, covering sociodemographic characteristics, perceptions of theoretical and practical teaching, and assessment methods. Data were analyzed using SPSS, and comparisons between academic years were performed using chi-square tests (p < 0.05). Results: A total of 403 students participated (response rate: 81%). Overall, 69.2% reported regular lecture attendance, 67.2% perceived the learning objectives as clear, and 70.4% considered the content relevant. Practical sessions were deemed adequate in duration by 71.9% of respondents; however satisfaction with supervision (41.3%) and availability of materials (44.1% dissatisfaction) was lower. Moreover, 43.4% reported experiencing stress during practical sessions. Comparisons across academic years showed higher lecture attendance and perceived clarity of objectives among 4th year students, while 2nd year students reported greater challenges in practical sessions due to limited resources. Discussion: Students appreciated structured lectures and clear objectives but expressed concerns regarding practical supervision and inadequate material resources during practical sessions. Integrating enhanced visual aids, interactive clinical cases, formative assessments, and digital teaching tools may improve knowledge retention, skill acquisition, and clinical readiness. Conclusion: Althoug theoretical teaching of occlusodontics at the FMDC is generally well-received, practical training requires targeted improvements. Enhancing resources, supervision, and active learning strategies is crucial for strengthening students’ competencies, confidence, and readiness for clinical practice.