Anatomy and Physiology should be considered a gateway course due to its challenging scope and key role as a foundational prerequisite for many degree programs. Students often encounter gateway classes early in their college career when they are academically vulnerable due to their lack of university experience. A&P teaching methods are evolving to address these issues and favor more positive outcomes. New approaches include emphasizing understanding of course content (rather than relying on memorization) and creating multi-modal learning opportunities. Utilizing active learning techniques allows students to more directly participate in their education and achieve more favorable results than traditional passive methods. Furthermore, unifying A&P lecture and lab classes into a cohesive "studio model" class taught by one instructor may encourage student collaboration and increase active learning. Implementing a formal supplemental instruction program led by peer facilitators supports struggling students and yields promising results. A renewed focus on improving the teaching skills of gateway instructors is integral in creating a learning environment that maximizes academic success. In this paper, we review special issues and problems associated with A&P instruction. We also discuss how changing perspectives on course organization could improve A&P courses.