Gross anatomy is a challenging pre-clinical course in medical school. A lab combined with lecture adds extra pressure, especially if students do not have prior anatomy exposure. One possible strategy to alleviate academic stress within anatomy is to designate table leaders. Some universities implement a rotating leader over the course of the semester as compared to our consistent leader system. Before the semester, all gross anatomy faculty distributed the students to 34 dissection tables based on demographic information and previous anatomy learning, ensuring that each table had a member with some anatomy experience; the students chose their own leaders. The objective was to examine if volunteering or being selected as a leader resulted in better anatomy laboratory performance compared to students who were not leaders. Independent t-tests were run to examine differences in grades between groups, as well as comparing table leaders and the rest of the table. An ANOVA compared differences among tables. Finally, a repeated measures factorial ANOVA was run to test the interaction of table number, group, and table leader on performance. The t-tests revealed no difference between groups. Similarly, the ANOVA comparing tables showed that no difference existed. The independent t-test examining table leaders and the other members was statistically significant. These results suggest that allowing students to choose a leader may make the students take more accountability and result in higher scores for the table leader.