Objective-Structured ClinicalExamination(OSCE)is oneof the best methods that can measure the aspects ofclinicalskills ofstudentsrigorously.Hence, the presentstudy aimed to assess students' opinions about the OSCEin order to estimate the admission process of students and also feedback to improve future assessments. This cross-sectional descriptive analytical study encompassed all students studying in the fourth academic yearatQazvin Dental faculty(n=21).The OSCE exam consists of eight stations;evaluates skills such as definitive diagnosis of microscopic slides; describes the histopathological figures,use of histopathology computer images, and introduction of case for differential diagnosis and treatment plan.During one day in per term,these test had been carried out under OSCE principles andtwo faculty members closely supervised the assessment of maxillofacial pathology of dental department. Thenstudents’ scores were collected in SPSS16 and analyzed using mean and frequency;to compare scoresof two test methods, t-test was used. (P <0/05) A 12-item questionnaire based on questionnaires used in similar studies with confirmed reliability and validity was completed at the end of each OSCEby student anonymously; they were asked to evaluate structure, content, and test performance, and write their suggestions.Then the questionnaires were reviewedand analyzed by using mean and frequency.The result showed that students were satisfied 86% withthe exam management, 74% with the time stations, and 55% with the structure and test sequences, and73% of students mentioned that they were fully aware of the nature of the test.Moreover, about 68% of students thought that test assessed a wide range of knowledge; 45% of student knew that exam was an opportunity to learn; and 66% students announced that exam stress was higher than prior tests. Accordingly, OSCE seems a good wayto assessstudents' skillsand awareness ofits strengths and weaknesses.The use of students’opinions in test planning can make this procedure moreacceptable to them.