Case-based learning (CBL) is an approach used by many medical schools in the UK and around the world. Newcastle University has adopted this curriculum style, utilising fictional patient cases to contextualise all elements of teaching, including anatomy, within the first 2 years of the Bachelor of Medicine, Bachelor of Surgery (MBBS) program. There have been limited studies investigating the effect of this curriculum style on anatomy education. Previous research has found that elements of CBL strengthen connections between scientific knowledge and clinical practice, in addition to enhancing long-term retention of anatomical knowledge. In this project, student and staff perceptions of anatomy education within a case-based MBBS curriculum were explored. Additionally, perceptions of challenging anatomical subjects were collated using a mixed quantitative and qualitative questionnaire. Ninety-three responses from students in stages one to five of their medical degree at Newcastle University across both a UK and Malaysian university campus were collected. Perceptions of case-based learning were generally positive, and thematic analysis of free-text comments provided additional useful feedback. These opinions were further explored in focus groups with both staff and students. Findings on challenging topics supported the trends in existing literature, identifying neuroanatomy as the most challenging topic. This suggests that delivering anatomy education within a case-based curriculum does not affect perceptions of challenging anatomical topics amongst medical students. This project has ethical approval from Newcastle University Faculty of Medical Sciences Ethical Review Committee.