Introduction: The difficulty to learn anatomy makes it crucial to find the best way to effectively transfer the anatomic knowledge from educators to students. Stories can be used as an advantageous tool, which makes information more rememberable by stimulating cognitive behavior. Material and Methods: In order to determine the efficiency of the storytelling technique on the effects of grade point average in the anatomy session, stories were told to term II medical students (n = 132) at the end of the theoretical neurological lesson. A questionnaire with 12 questions was distributed to the students belonging to the pilot study. Grade point average, as well as gender and age (mean: 19.95 +/- 0.995) of the students was the other parameters. Results: More than 90% of the students agreed that storytelling helps them to understand the subject and more than 70% of the students agreed that storytelling helps them to gather their attention. Furthermore, the statistical comparison with the previous 2 years demonstrated that the grade point average of the storytelling years was higher than the others. Discussion and Conclusion: Therefore, we believe that incorporating a storytelling learning style into the traditional anatomy curriculum, will be advantageous for education and will have a positive effect on the grade average. If we are able to revive the story in the minds of the students, we think that the lessons will be more permanent in their memory.