A ccording to the American Cancer Society’s Survey, 28,900 new cases of oral cancer emerged in 2000. The death rate associated with oral cancer is particularly high because in more than half of the cases, the cancer is discovered late in its development. In these instances, radiography plays a key role in the diagnosis. Dentists trained in radiographic interpretation can determine the presence of tumors or growths, and can even distinguish malignant tumors from benign tumors based on their radiographic presentation. Interpretation of lesions in the jaws, therefore, is a vital professional skill for dental practitioners. Dentists’ encounters with non-routine radiographic pathology are limited because of the small size of patient pools and the relatively low occurrence rate of certain disease processes. However, meaningful oral and maxillofacial radiographic pathology, including oral cancer cases, do exist and have been diagnosed and treated each year. Furthermore, dentists are less confident about their ability to interpret radiographic images accurately. This lack of confidence could potentially lead to a failure to recognize or misdiagnosis significant pathology including cancer. Dental faculty is faced with the challenge of finding teaching cases from various sources because they often do not have their own. There is a real need to enhance radiographic interpretation and diagnosis skills for both dental students and current practitioners. Interpretation of radiographic dental images is a process of decision making, which requires a broad knowledge and in-depth familiarity with the underlying pathology and consequent radiographic manifestations. It is a significant part of the radiology curriculum taught in every dental school. There are meaningful teaching cases that are not used to full potential because these cases are not properly annotated, archived, and shared. In the case of rare oral disease processes, these cases may occur so infrequently that the student’s sole exposure is the depiction in a textbook. Currently, teaching cases for the training of dentists are developed on an as-needed basis and generally created and maintained locally. This process necessarily limits the exposure of teaching cases to the population served by that dental health center and often to students who work with a particular instructor. Some areas are not sufficiently demographically diverse to account for differences between ethnic groups, population ages or other factors. Most radiology interpretation courses at the pre-doctoral level are given in large lecture format.