This exploratory study investigates anatomy faculty perceptions on the incorporation of ultrasound (US) in anatomy education, focusing on spatial understanding (SU) and cognitive load (CL) implications. An online survey was administered anonymously to members of the International Federation of Associations of Anatomists. The survey gathered quantitative and qualitative data, utilizing Likert scale- and open-ended questions. Quantitative results indicated a positive faculty disposition toward US as an educational tool, noting its potential to enhance SU by visualizing anatomical structures dynamically. However, concerns about increased CL due to technical and operational challenges were also highlighted. Thematic analysis of open-ended responses revealed three primary themes: US as a means for improved anatomical visualization, its role in reducing CL when appropriately integrated, and the logistical challenges associated with incorporating it into curricula. These findings align with prior research on student perspectives of US but provide a novel contribution by capturing the views of anatomy faculty. By offering faculty-driven insights, this study extends the literature on US in anatomy education and highlights the critical need for structured faculty training programs. The study underscores the importance of developing targeted US training for faculty to minimize CL impacts on both educators and students, optimizing the technology's educational potential. These insights contribute to a broader understanding of US in anatomy education and emphasize the need for institutional support, standardized curricula, and cost-effective implementation strategies. This research informs evidence-based curriculum development and practical integration strategies, aiding anatomy educators in making informed decisions about incorporating US into their teaching practices.