Cadaver dissection has been a central part of the education of medical professionals for centuries. Throughout that time, anatomists have claimed that dissection is a learning experience rich with life lessons encompassing more than simply gross anatomy. Yet, no published empirical data exists of the long‐term impact that dissection has on medical professionals. The objective of the current study was to explore the aspects of cadaver dissection that remain salient following the transition from medical student to medical professional. This qualitative research utilized grounded theory methodology exploring the autobiographical narratives of physicians (n=36) 5 to 57 years post‐graduation. Data were drawn from multiple sources: interviews, written reflections, focus group, and archival data. Results indicate that physicians reflect on their dissection experience as a foundation for skills in teamwork, deportment with patients, and diagnostic visualization among others. Implications of these results add to the pedagogical value of dissection, providing empirical evidence for the multi‐faceted learning within the anatomy laboratory. The study was funded in part by the Frank L. Christensen Fellowship.Grant Funding Source : Frank L. Christensen Fellowship