If we follow the previous chapters and set aside many of the common presumptions about classroom animal dissection, then this practice can be evaluated instead in terms of its concrete educational advantages and disadvantages. In particular, the often overlooked educational limitations of the dissection activity can be explored, and specific educational problems can be highlighted. In addition, if we can move beyond presumptions that dissection simulations must mainly aim to mimic the animal dissection activity, then novel lines of educational development can be identified. These include the potential for dissection simulations to expand into lessons on animal habitat, cell structure, and evolutionary history, or to integrate scientific imaging readouts and other media, among other possible expansions.