Providing word banks for human anatomy and physiology lab practicals is uncommon because instructors want to avoid cueing effects, but there is little published data on their effects on student performance. In the 2016-2017 academic year, word banks were not provided for students taking lab practicals in Anatomy and Physiology I and II while in 2017-2018 alphabetized word banks were provided. All other aspects of the courses remained the same. Student performance was significantly higher, though the effect size was small, on both lab practicals in Anatomy and Physiology I (p<0.001 for each) and the first lab practical in Anatomy and Physiology II (p<0.001). Scores on the 2nd lab practical in Anatomy and Physiology II and each lecture-lab course score were not affected by the provision of word banks. Results of this study will be useful when making decisions about providing word banks for lab practicals, weighting lab practicals for calculating grades, and responding to disability accommodation requests.