We adapted a station-based teaching approach (SBA) to teaching in the Human Anatomy and Physiology I Laboratory (Anatomy and Physiology). In the SBA students rotate through stations that are taught by the instructor or teaching assistant (TA). At each station students are presented with content using a teaching modality selected to maximize student engagement and encourage material application and integration. We surveyed students taught using the SBA approach and the independent study approach to assess student perceptions of the effectiveness of SBA method. Relative to the independent study, SBA improves student perceptions of their engagement, comfort level, and ability to apply material. The impact of TAs on student perceptions of SBA was also made evident in survey results. Overall, a SBA is beneficial for learning in the Anatomy and Physiology laboratory for students with diverse science backgrounds and majors. It is an effective teaching strategy that can be easily adapted to large and small classrooms, and for various topics.