Three-dimensional models are important when the learning content is difficult to acquire from 2D images or other traditional methods. This is the case for learning dental morphology. In this paper, we present a mobile augmented reality (AR) system for learning dental morphology. A study with students was carried out to determine whether learning outcomes were greater using the AR system or following a video session that was recorded in a real class. Other aspects were also considered. Thirty-eight undergraduate students, 6 Master's students and 11 employees of the center (most of them lecturers) participated in the study. The analysis about the acquired knowledge indicates that the students increased their knowledge using the two methods. When the post-knowledge scores for the two methods were compared, no statistically significant differences were found. Therefore, the AR system could be used as an effective transmitter of knowledge. The rest of the questions, which all of the participants answered, indicated that they were highly satisfied with the AR system, they considered the AR system to be very easy to use, and they would like to use it for dental learning. Moreover, as a mobile AR system, it could facilitate versatility in the learning process.