Purpose: This study examined the learning experiences of speech-language pathology students after creating three-dimensional (3D) anatomical models as part of an undergraduate Anatomy and Physiology course. Method: A total of 44 undergraduate students used 3D software programs to design anatomical components (e.g., larynx, brainstem, brain cortex, ear, or mouth) relevant to speech-language pathology. Subsequently, 40 (90.9%) students completed a questionnaire regarding their learning experiences. Results: The data revealed that most students (60%) reported no prior experience with 3D designs. However, subsequent analyses indicated that a greater proportion of the students perceived a more positive learning experience about anatomy (82.5%), physiology (72.5%), and disorders (72.5%) as related to their model compared to those who did not perceive a positive learning experience. Additionally, students who preferred a kinesthetic learning style expressed higher satisfaction with their anatomical models (p = 0.02) than those who indicated an auditory learning style. Conclusion: The findings suggest that integrating 3D designs into the Anatomy and Physiology curriculum of speech-language pathology programs could provide students with a more positive learning experience related to anatomical concepts and their related disorders.