Human remains have been used for millennia as pedagogic resources, with their focus to enhance medical understanding and advancement in the treatment of the living. The last two-hundred years, however, have seen the use of human remains in the teaching of non-medical subjects, including archaeology and forensic science. Their use in education has peaked and plateaued over time, with numerous alternatives introduced due to advancements of skill and technology. In more recent years, the use of alternative pedagogic aids has begun to supersede the real thing, with plastic models, digital imaging, and interactive software coming to the fore in anatomical teaching. Providing access to such a diverse range of alternative resources as additional learning materials could aid in the education of students. Yet, if access to real human remains is replaced with alternatives, numerous issues could arise, including a lack of inclusivity, perhaps a lesser learning experience, and even the ability to empathise. It could be argued that both legal and ethical policies surrounding the handling of human remains could be pushing institutions more towards using alternative resources for teaching. Within medicine, dissection is slowly being replaced with digital alternatives, whilst in forensic science and archaeology, replicated skeletal material is becoming more widely used. The question to be considered is if these are viable alternatives which produce the same levels of learning and understanding as real human remains. Alternatives may be more accessible, but only by looking at studies comparing the use of real and replicated material can conclusions on their educational viability be drawn, and thus the inclusivity provided by institutions. In the context of anatomy education, institutions can improve the diversity of their learning opportunities through the provision of a wide range of pedagogic resources, including both real and replicated human remains. To ensure their learning environments are inclusive and accessible, it is essential that students are given access to a wide variety of resources so that they can use each resource to fulfil their own learning needs. Only then can universities be classed as fully diverse, inclusive, and accessible within the teaching of anatomy.