Aim: To evaluate the feasibility of implementing a practice-first Kolb experiential learning sequence in anatomy education and to examine its short-term effects on students’ educational model preferences, study habits, and self-efficacy. Methods: This single-group before-and-after interventional study was conducted during the 2023–2024 spring semester. The intervention included laboratory-based exposure (donated body dissection, prosected specimens, 3D-printed models), reflective discussion, interactive lectures, and an open laboratory session. Pre- and post-intervention surveys assessed demographics, study habits, educational model preference, and self-efficacy. Quantitative data were analyzed using IBM SPSS v23, and qualitative responses were evaluated through thematic analysis. Results: Of 166 students invited, 119 completed the pre-intervention survey (71.7%), and 66 completed the matched post-intervention survey (55.5%). Preference for the practice-first model increased from 21% to 36% (McNemar p=0.001). Switching to the practice-first model was associated with higher weekly study hours (p=0.016) and preparedness (OR=9.3; 95% CI 2.0–43.2; p=0.013). No significant change was observed in self-efficacy (p=0.219). Conclusion: A practice-first Kolb-aligned sequence is feasible and can significantly shift educational preferences in the short term. Behavioral factors appear critical, whereas longer exposure may be required to influence self-efficacy