Adopting a competency-based educational model has represented a paradigm shift in the conception of the teaching–learning and evaluation processes. For dentistry, competency-based education represents a change in the evaluation approach, as the traditional paradigm relies on counting quality dental procedures and daily evaluations according to the norm. This study aims to propose and test a model based on the Assessment Center methodology to evaluate the level of achievement of competencies in dentistry. We conducted a mixed-method study, using a quasi-experimental design with three groups from a qualitative approach, and a phenomenological analysis to understand the participants’ experience. In the study, 19 dentistry students from Tecnologico de Monterrey, Mexico, participated. The learning evaluation incorporates two moments and includes five techniques: in-basket clinical case, thinking aloud, checklist, STAR interview, and exam. The quantitative analysis did not find any statistically significant differences between the groups at the end of the course, nor between the pre- and post-tests. On the other hand, from the qualitative analysis, students appreciated the proposed evaluations and perceived that these assessment activities allowed them to appreciate their competencies improvements. They also identified new skills required in the work environment and experienced a different type of scenario. Finally, students mentioned that the evaluation made them feel nervous, knowing they were being observed. The application of the Assessment Center allows students an opportunity to become aware of their competency acquisition and development process. They receive standardized and quality feedback that enables the development of new competencies for future employment.