Traditionally sole pedagogy of gross anatomy has been through cadaver dissections and didactic lectures. However increased access to recent technologies, have prompted many universities and colleges to redefine the teaching methods thus effectively impart the knowledge of gross anatomy. Aim: To compare the traditional teaching method versus modern teaching method and evaluate their effectiveness in learning gross anatomy. To assess the degree of student__ampersandsignrsquo;s satisfaction of learning with the above said methods. Material and Methods: A prospective study was carried out among the freshman undergraduate medical students of Gandhi medical college, Andhra Pradesh, India. The students of the Experimental group were taught using power point lectures and computer based dissection visuals, along with the traditional method of teaching. The Control group students were allotted the same number of dissection and lecture hours as the experimental group and followed the same pattern of dissection. The students of this group were taught by using traditional Chalk and Board lectures only. They had no access to power point lectures and computer based dissection visuals. Student__ampersandsignrsquo;s performance was evaluated using multiple choice questions and a feedback questionnaire, Results: Experimental group Students performed better than the traditional group. i.e. in 2009, four out of six examinations and in 2010, five out of six examinations, experimental group__ampersandsignrsquo;s average scores were significantly higher ( p __ampersandsignlt; 0.05 ) than the traditional group. The difference in the averages, between the two groups, was significant, i.e. Z __ampersandsigngt; 1.96.