This chapter emphasizes the need for an appraisal of inclusive representation in anatomical education and imagery. This is framed against the backdrop of a historical context where anatomical illustrations have predominantly focused on the “anatomical ideal” of the cisgender, White, heterosexual, young, muscular male, thus marginalizing women, racial minorities, people with disabilities, and LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex and asexual) individuals, among other protected groups. This lack of representation is not just an oversight but a fundamental omission that not only impacts upon the training of our healthcare professionals but also limits their ability to provide effective care to the diverse patient populations they will likely be exposed to upon qualifying from medical school. The narrative commences with an exploration of history, whereby exclusionary anatomical imagery, as well as pseudoscientific practices like phrenology and eugenics influenced the harmful stereotypes that contribute to the present-day health disparities in modern medicine. Indeed, these stereotypes have led to implicit biases not only from the context of medical education but also in clinical practice, negatively impacting upon the diagnosis and treatment of certain groups. This is further reinforced by the outcome of a longitudinal study conducted at the University of Nottingham (UK), where both Ethnically Minoritized and White medical students recognized the importance of representation as core to their learning. Notably, students also acknowledged that teaching materials, staff diversity, and peer representation were key factors that could influence the educational environment in the context of inclusivity. This chapter also showcases the innovative “Anatome” education initiative, a student-led project that involved the creation of inclusive anatomical imagery featuring individuals of different ages, abilities, ethnicities, and gender identities, in the context of diverse body types. Deemed a success, this project exemplified how cocreation and collaborative efforts between students and staff can offer a positive means of bridging representational gaps in medical education. Through various exploration modalities, this chapter aims to reinforce the narrative that inclusive anatomical representation is not merely an educational ideal but rather a key important step that strives to address systemic inequalities in healthcare. By embracing diversity and confronting the historical biases embedded in anatomical education, medical institutions can better prepare healthcare professionals to deliver equitable care across all communities.