Learners in health professions experience adversity in childhood at the same prevalence as the general population. Understanding the widespread effects trauma has on individuals is an essential component of trauma-informed medical education (TIME). TIME is the application of trauma-informed care competencies, such as the ability to understand the prevalence and impacts of trauma, exploring ways to help individuals cope, and help them heal to curricular content and learning environments. It’s becoming increasingly recognized that the use of trauma-informed educational practices in health professions education may help to mitigate the effects of re-traumatization through minimizing distressing events, commenting on the potential effects of sensitive topics, and offering psychological support. As the experience of anatomical dissection may serve as a stressor and may trigger prior traumatic experiences and disrupt student learning, it is important for anatomy educators to understand how experiences in the anatomy laboratory may be distressing so that trauma-informed approaches can be developed to support students through the dissection experience and provide a safe learning environment. In this talk, I will discuss student perceptions of disruptive experiences in the gross anatomy lab, and our application of TIME practices to anatomy learning at a large US medical school.