This descriptive report explores the implementation of the use of plastinated specimens in a Doctor of Physical Therapy human anatomy curriculum as an alternative to traditional body donor dissection. Plastination, a preservation technique developed in the 1970s, creates durable and flexible specimens that retain detailed anatomical features. The use of plastinated specimens offers significant advantages, including ease of handling, enhanced visibility, and reduced maintenance costs. Feedback from physical therapy students highlighted the benefits of combining lectures with hands-on learning, using plastinated specimens to improve understanding of anatomical structures and functions. The inclusion of camera technology during lab sessions further facilitated students in visualizing complex structures, enhancing learning in small group settings. However, limitations were identified by the faculty, such as a diminished sense of discovery and connection to the human donor compared to full-body donor dissections. Despite these challenges, plastinated specimens provide a time-efficient, cost-effective solution that allows for greater flexibility in human anatomy curriculum design and a valuable teaching method in physical therapy education. Further research is needed to explore the long-term educational impact and emotional engagement of physical therapy faculty and students when using plastinated specimens compared to traditional dissection methods.