Purpose/Hypothesis: The aim of this study is to analyze self-reported factors that may predict improved class performance in a graduate level gross anatomy course. Number of Subjects: 35 MOT students and 33 DPT students (68 total) Materials and Methods: The participants were asked to complete a voluntary online Qualtrics survey in the spring semester, after the conclusion of the gross anatomy course. The participants were given 10-15 minutes to complete the 18 question survey. All results were anonymous and IP addresses were not collected. Results: Sixty-seven students (33 DPT; 34 MOT) opened, consented to participate, and responded to the survey. Each participant answered questions about final grades in lecture and lab components of the anatomy course, time spent studying, role during dissection, cadaver type, skill level before and after (p < 0.001), willingness, and attitudes of success towards course objectives Conclusions: The results of our study suggest that student success in cadaveric anatomy is multifaceted and variable. This indicates a need for future research to investigate other aspects of learning beyond quantitative time. Factors including the quality of time spent studying, as well as the caliber and extent of TBL, may be examined to determine influence regarding success in cadaveric anatomy. Clinical Relevance: Information about predictors for success in cadaveric anatomy can be used by academic faculty to design courses that more effectively accomplish course objectives. For students, predictors of success can be used to develop study habits and strategies to cope with the rigor of cadaveric anatomy and other graduate level classes.