BACKGROUND Student burnout can be defined as the negative reactions that occur because of prolonged academic stress, which can result in emotional exhaustion/exhaustion (EE/EX), depersonalization/cynicism, and diminished personal accomplishment/reduced academic efficacy (DPA/RAE). OBJECTIVE The purpose of this scoping review is to determine if burnout is prevalent in oral health students (OHS); identify the factors that are shown to be predicators of burnout in OHS; determine the preventive and coping strategies OHS used to mitigate the effects of burnout; and identify gaps in the literature on burnout in OHS. METHODS A systematic search was completed using the following databases: PubMed, CINAHL, EBSCO, and ERIC. The returns were screened by all members of the team using inclusion and exclusion criteria, and the studies that met the criteria were appraised. CONCLUSIONS Eighteen studies assessed burnout in OHS, 15 studied dental students, 2 studied dental hygiene students, and 1 studied both. Findings concerning the prevalence of burnout varied greatly across the literature with anywhere between 7% and 70.4% of OHS reporting suffering from burnout syndrome. The most prevalent scale of burnout in OHS was EE/EX with 10%-66.2% of OHS reporting high levels. Stressors for OHS were years of study, clinical components, and demanding academic courses. Early identification and interventions are keys to prevent the negative consequences of burnout. CONCLUSIONS Burnout in OHS can affect their mental health, empathy toward patients, and professional conduct. Therefore, educating students and faculty on the signs and symptoms of burnout is key in preventing detrimental effects that may inhibit their academic success.