Purpose: This study assesses the influence of four styles of instructional delivery on dental students‟ preference and perception of learning experience using lecture method in classroom setting. The association between gender, age, course level and the instructional method preference is also evaluated. Materials and Methods: A group of 98 undergraduate students belonging to the first three years of Bachelor of Dental Surgery (B.D.S) degree program participated in this study. Four instructional methods were used to deliver lectures on surgical techniques used in dental implantology: Chalk-talk method (CT), PowerPoint presentation with figures (PPTf), PowerPoint presentation with figures and dental models (PPTfm) and Videos-verbal elaboration (VT). Two structured questionnaires were used to record the response of the students towards the instructional method employed. Descriptive statistics and chi-square test were used. Results: Recorded students‟ response indicates that VT is an effective instructional delivery method to deliver subject content (99%), promote topic understanding (98%), promote future learning (99%), promote recollection (99%), promote integration of theoretical and practical knowledge (98%) and promote attentiveness (100%). The order of lecture methods preference is as follows: combination of instructional delivery methods (49%), VT (44.9%), PPTfm (5.1%), PPTf (1%) and CT (0%). As the course level increased, higher preference was given to combination of instructional delivery methods (PPtfm, PPTf, VT). There is statistically significant association between age and the method preferred (p=0.001). Conclusion: The dental students preferred the VT method, followed by the PPTf and PPTfm methods.