In discussions on the use of animal dissection in precollege classrooms, many assumptions are often made which favor the dissection activity over alternatives. This chapter explores the potential for using ideas from the fields of philosophy of technology and STS to expose and undermine such presumptions. In particular, these ideas can be used to highlight the statuses of both animal dissection and its simulated alternatives as concrete material practices. Rather than conceive of animals used for classroom dissection as “real” or “natural” specimen, we can also emphasize their situation within this activity as specific classroom instruments, removed from their natural habitat, and killed and prepared for usage. This reconceptualization sets up further explorations of their specific educational advantages and limitations.