Abstract: Background. A group of 73 high school students used a simulator of the human body to study anatomy was investigated. Divided into three groups: classes with their teacher, teacher's classes simulator; classes with the professor, simulator and accompanying teacher for. We applied a test before intervention (use of simulator). Test was applied again after a period of two months, in which students were exposed to intervention. The learning styles questionnaire was applied at the beginning. Results: students improve their knowledge; gender was a factor in the results. Theorist and pragmatic learning styles had the best performance.