Anatomy learning is a primordial education for medical schools. Stories are advantageous techniques which make information more rememberable by stimulating cognitive behavior. Therefore we aim to determine the efficiency of the storytelling technique on the grade average in the anatomy session. Stories were told to second-year medical students (n=132) at the end of the classical theoretical lesson. More than 90 % of the students agreed with the fact that storytelling help them to understand the anatomical subject and also more than 70% of the students agreed that storytelling helps them to gather their interest and attention. Furthermore, the statistical comparison with the 2 previous years demonstrated that grade average of the storytelling years was higher than other. Therefore we believe that incorporating anatomy storytelling techniques into the traditional anatomy curriculum will be advantageous for the anatomy education and will have a positive effect on the grade average.