To evaluate the knowledge, attitude, and behavior in relation to oral health among dental students, a cross-sectional study was conducted. A total of 155 dental students (54 males and 101 females) from the first and second years were surveyed using a self-administered structured questionnaire, and the data was analyzed using SPSS version 10.0. The results showed that fourth-year female students had the highest scores with regard to awareness of gingival bleeding as an indicator of gingivitis (93.3%), benefits of tooth brushing in treating gingivitis (89.7%), caries prevention (97.8%), the relationship between dental plaque and caries (86.7%), the impact of sweets on dental health (91.1%), and the etiology of oral cancer (95.6%). Fourth-year male students had the highest scores with regard to the meaning of dental plaque (85.2%), the impact of soft drinks on dental health (81.5%), the correct number of primary teeth (96.3%) and permanent teeth (96.3%). Fourth-year female students had the highest scores with regard to awareness of loss of teeth interfering with speech (95.6%), moving irregularly placed teeth into the correct position (95.6%), and regular dental visits (98.3%). Fourth-year male students had the highest scores with regard to the attitude that dentists care about treatment but not prevention (88.9%) and the impact of oral health on general health (92.6%). Fourth-year male students had the highest scores with regard to the regularity of dental visits (38.5%), brushing using toothbrush and toothpaste (100%) and both in the morning and before bed (73.1%), and using oral hygiene aids (65.4%). First-year male students had the highest scores with regard to toothache as the main driving factor for the last visit and treatment (64.3%), brushing in the morning (39.3%), and tongue cleaning (96.4%). According to the study, less than 55% of first-year students gave a correct response. The knowledge, attitude, and behavior towards oral health were better among fourth-year students when compared to first-year students. Among all, the first-year boys scored the lowest. There was no significant difference in behavior scores between fourth-year boys and girls. It is likely that the first-year students will improve with age, social interaction, and teaching support.