Purpose <p>A solid understanding of anatomy is a cornerstone of the medical and health science fields. However, many biomedical engineering (BME) graduate students’ educational background lacks human anatomy instruction, which may impact research and design considerations. To address this shortcoming, we created a two-semester graduate-level Biostructures course sequence with gross anatomy laboratories. The gross anatomy laboratory experience utilized a flipped classroom model and in-lab sessions allowed students to learn anatomy using dissected human cadavers (prosections) and preserved human specimens. In this study, we examine BME graduate student perceptions of the gross anatomy laboratory experiences, as well as impacts on career aspirations and stress over time.</p> Methods <p>BME students completed surveys and reflection assignments to assess their perceptions of working with prosections and emotions related to this experience.</p> Results <p>BME students appreciated learning gross anatomy from prosections, observed anatomical variation, and enjoyed examining device-tissue interfaces. As the course progressed, students felt more comfortable working with prosections. They reported increased confidence and motivation for their future courses, research, and profession.</p> Conclusions <p>Overall, this pilot study shows that BME students benefitted from learning gross anatomy from prosections.</p>