Background: Speciality choice among graduating students is important for professional development and health workforce planning. Studies of medical graduates in the United Kingdom have reported that speciality preferences may change over time. Evidence concerning speciality choice among final-year dental students in Mongolia remains limited. Identifying students’ preferences and perceived influencing factors may inform curriculum development and career guidance. Aim: To identify the factors perceived to influence speciality choice among final-year dental students graduating from the School of Dentistry, MNUMS, in 2026. Materials and Methods: This cross-sectional questionnaire study included 111 of 136 eligible final-year students (81.6%). A questionnaire adapted from Svirko et al. (2013) collected demographic information, decision status, up to two preferred specialties, and ratings of nine potential influencing factors on a three-point Likert scale (strongly influenced=2, slightly influenced=1, not influenced=0). Descriptive statistics, Pearson’s chi-square test, and Spearman’s rank correlation coefficient were used, with statistical significance set at p<0.05. Result: Of the 111 respondents, 96 (86.5%) were female and 74 (66.7%) were aged 24–26 years. Sixty (54.1%) had not finalized their specialty choice, while 37 (33.3%) had made a definitive decision. Oral and Maxillofacial Surgery and Orthodontics were each mentioned by 48 respondents (43.2%), followed by Prosthodontics (25, 22.5%). Personal motivation and conviction had the highest mean rating (1.58/2.0), whereas family members’ decisions or traditions had the lowest (0.48/2.0). Teaching methodology and faculty attitudes/communication showed a strong positive correlation (Spearman’s ρ=0.72). The reported statistical results for sex-related comparisons require verification against the original dataset. Conclusion More than half of respondents had not finalized their specialty choice. Personal motivation received the highest perceived-influence rating, while family-related factors received the lowest. Teaching methodology and faculty attitudes/communication were strongly correlated. These findings may inform further evaluation of career guidance, training environments, and clinical learning opportunities. The single-institution, cross-sectional design limits generalizability and does not establish causality.