It is often difficult for educators to teach a kinesiology and applied anatomy (KAA) course due to the vast amount of information that students are required to learn. In this study, a convenient sample of students ("class A") from one section of a KAA course played the speed muscle introduction and matching game, which is loosely based off the premise of the adult game of "speed dating." The game involves student's taking on a "muscle" personality when introducing themselves to potential mates. The experimental group ("class A") played the game at two time points throughout the semester after a series of lectures focusing on the body's muscles. A control group ("class B") from another section of the KAA course still received the series of lectures but did not play the games throughout the semester. A postgame questionnaire given to "class A" revealed the following scores: 1) overall perception of the game (score: 4.43 [plus or minus] 0.68), whether goals and objectives were met (score: 4.05 [plus or minus] 0.67 to 4.95 [plus or minus] 0.22), and perceptions of the organization of the game (score: 3.81 [plus or minus] 0.81 to 4.48 [plus or minus] 0.60). Overall, the game was well received by "class A". When evaluating outcome scores of final grades between the two groups, "class A" improved final grades by 5.82% for a mean grade of 79.52 [plus or minus] 10.0; however, the final grades were not statistically significant (P greater than 0.05) compared with "class B" (73.7 [plus or minus] 15.6). The results show that an interactive game may contribute to improved final grades in a KAA course and could be an alternative means of disseminating kinesiology information.