Despite proliferative use of anatomical virtual models, there are few studies exploring whether stereoscopic models help medical students retain information regarding three-dimensional (3D) relationships of structures. This pilot study examined first-year medical students' exposure to a virtual 3D stereoscopic pelvis model and their corresponding short- and long-term retention. Participants were administered a series of tests before and after their 3D learning experience, including a pre-3D test, a mental rotation test (MRT), a short-term post-3D test, a block exam, and a long-term post-3D test. Students also completed a survey exploring their satisfaction with 3D imaging in general and its effectiveness in teaching anatomical material. Exam results were analyzed using a repeated measures ANOVA, and the pre-3D test scores within the 3D groups, were compared using one-way ANOVA's with each of the other performance measures. Final results showed a significantly higher difference in the students' pre-3D test and their immediate short-term retention post-3D test scores. Results also showed a significantly lower difference in students' pre-3D test and their one-month long-term retention test scores. There was no significant difference in the students' pre-3D and six-month long-term retention test scores. However, small sample sizes suggest further research on correlations between stereoscopic imaging of pelvic anatomy and other complex regions and students' short- and long-term retention.