Even though the traditional live demonstration method is commonly used in teaching laboratory techniques to dental students, it has many drawbacks. The aim of this study was to assess the acquisition of knowledge, practical skills, and perceptions of dental students who had a live demonstration versus procedural video on arranging artificial teeth. All 79 third-year dental students at a dental school in Sri Lanka, who had no previous experience in arrangement of teeth, were randomly divided into two groups in 2016. Students in group 1 had a live demonstration, while students in group 2 had a video demonstration. A pretest and posttest were conducted to assess the students' knowledge about arrangement of teeth. After one week, students in both groups were requested to arrange teeth, and a practical skills score was given. Following this, a questionnaire was used to assess the students' perceptions regarding their method of learning. Three students in group 1 did not attend the live demonstration, so the results were based on 76 participants: group 1 n=36, group 2 n=40. The results showed no significant difference between the two group's mean pretest scores (p=0.460). However, group 2 showed a statistically significant increase in mean posttest score over its pretest score (p=0.002). This difference was not seen in group 1. There was no significant difference in the mean skills test score for the two groups (p=0.588). These results suggest the procedural video was as good as the live demonstration in teaching the specific task selected for this study. However, when the perceptions of the two groups were compared, the students considered the video as a better teaching tool except when clarification was needed.