Purpose: There is no standardization of a teaching system that ensures producing the finest, autonomous dentists to provide the best care to patients. The main aim of this study is to identify good chairside teaching practice from a point of view of the dental staff and the students by means of an appreciative inquiry. Methods: A qualitative data analysis was done using the Atlas. Ti version 8 software. The data gathered through clinical observations and semi structured interviews was transcribed into text and coded through the software using grounded theory approach. Appreciative inquiry was considered as an intervention in this study where asking a question prompted appreciation of what gives life to the community. Results: The results were derived by making use of the four stages of Appreciative inquiry of visualizing, assessing, innovating and implementing, in a manner as; it initiated a description of periodontal chairside teaching and learning that is pristine in the institute by inquiring into patterns of excellence within this education system. Several factors are related to the prosperity of an educational environment in which the governing organizational body plays an important role. The influence of emotional attachment was also identified as a dominant factor effecting motivation and self-reflection. Conclusion: The strength of this qualitative study using an ethnographic approach is that the researcher has insight into the topic of discussion by participating as a student and identifying factors involved in teaching and learning that might be disguised or hidden under the busy schedules and academic routines. A wider range of interpretation may have been possible in a larger study with multiple coders and multiple interviews. These evaluations can be embedded within the course to give continual leverage towards what is appreciated most.