Assessment of clinical training is of great importance when evaluating the learning outcomes expected of radiography students especially with increasing number of students enrolled and difficulties associated with the use of the traditional clinical assessment method for radiography student’s clinical examination. The lack of objectivity, inability to test students’ communication skills, the tendency of favouritism, non-standardization of the expertise of examiners as evaluators, and influence by the nature of the student’s interaction with the examiner among others are the challenges of the traditional clinical assessment (TCE) methods compared to Objective Structured Clinical Examination (OSCE). The study is aimed at evaluating Radiography students’ perception and preference for OSCE, as a clinical assessment method. The outcome of the study will be used during curriculum planning to motivate the adoption by Radiography training institutions and educational policy makers. A prospective cross-sectional survey approach was adopted and the participants were asked to complete a self-administered questionnaire at the end of the examination. A total of 124 participants were recruited into this study and accurately filled the questionnaire employed. Students’ perception and preference to the OSCE were investigated. Eighty percent (80%) of the respondents showed higher preference of the OSCE organization, nature of examination, composition, scoring and expectation compared to the TCE. Eighty Seven Percent (87%) of the study population perceived that OSCE has good orientation and favourable perception to the attributes, organization and validity rate of the OSCE against the TCE. The study participants had favourably preference and perception over OSCE scores. The study results show that the majority perceived and preferred the OSCE as a valuable practical experience. About 85% believed that the OSCE tested appropriate skills, provided a true measure of essential clinical skills in radiography and opted for it to remain as an examination method in the department. Students’ feedback on perception and preference suggest that the OSCE was a valuable tool and served to encourage its implementation within the undergraduate curriculum.