This study investigated small and large student group dynamics, personal development, dissecting experience, and learning approaches in cadaveric laboratories at Colorado State University and Rocky Vista University. Student interviews (n = 20) and a case study with thematic analysis were performed in conjunction with Forsyth's conceptual framework on group dynamics. Results indicated that both group sizes offer unique benefits and implications. The majority of participants were pleased with their group members in both the small and the large groups but preferred not to study (n = 13) or spend their free time together (n = 15). All the students in the small groups (n = 14) stated that they underwent a change in their development as a group member and many modified their learning strategies. Overall, students from both groups appreciated a smaller student-to-cadaver ratio as it provided more time to dissect and greater opportunities to engage with the material. This study generated findings critical for the understanding of how group work and the selection of group size in the cadaveric laboratory affect students in their learning approach, dissecting experience, and personal development. It offers a critical lens for restructuring curricula and incorporating effective methods into the scientific classroom. Educators teaching in any group setting should consider these effects to evaluate which group size will generate the desired results for their corresponding curriculum.