Background/Objective: Student’s learning habits are improved by regular and frequent evaluation, which also motivates them to learn and increases their competency. The purpose of this study was to examine and assess how students perceived the use of anatomical evaluation techniques and how it affects their ability to learn. Methodology: For this study, a representative sample of 61 Edo State University, Uzairue, medical students was used. Structured questionnaires were distributed to the students, the subjects were all medicine and surgery students offering Anatomy at pre-clinical levels and exclusion of first year students.  The questionnaire was designed by the authors and reviewed by experts in a random sampling technique administrated among 20% of the population and validated using the Cronbach statistics. The questionnaire capture three sections, which include demographic, perception assessment and impact assessment. The data were obtained, arranged in Microsoft Excel® spreadsheets, and analyzed using the Windows version 22.0 of the Statistical Package for the Social Sciences (SPSS) Inc. P <0.05 was used as the threshold for significance. Result: About 54% of the respondents were female and majority were between the age 16-20 years, 73% of the subjects find gross anatomy as the most appreciating as regards to ease of understanding, learning and assimilation. 44.3% of the students preferred microscopic slide viewing as their best mode of assessment, 50.8% of the students choose anatomical models as their   best method of practical examination and majority preferred practical assessment on models than cadavers and soft tissues. However a vast majority of the students finds steeple chase practical assessment as exciting, interesting method in learning anatomy. Many of the students have the perception that multiple choice questions improves knowledge and it is an encompassing assessment method. Conclusion: In conclusion, students’ perception to assessment pattern varies and student’s performance depends largely on active participation, preparation. This study shown that for more efficient clinically oriented learning and appreciation, a cooperative effort between classroom theoretical learning, practical application, and stimulatory activities is required.