Neuroanatomy is one of the most difficult subjects for students to learn due to its complex pathways and clinical associations. Poor teaching and lack of adequate tools have also been cited as reasons for such difficulties. To promote effective pedagogy and enhance student learning experience, this study designed and implemented a range of active learning (AL) techniques across 3 years of medical students (classes of 2024-2026; n=69) during the neuroanatomy labs of the brain mind behavior course in one medical school. For the class of 2025, two labs were flipped into a lesion lab and a mini neuromocktical. For the class of 2026, a multitude of new AL strategies were added so that half of every lab consisted of AL strategies (e.g. gallery walks, rostro-caudal order, find your tract family, cranial nerve-heads up). Quantitative and qualitative analyses of student evaluations were conducted at the end of each course, including most effective neuroanatomy learning modality and educational course quality. Neuropractical exam performance was also analyzed. While there was an upward trend of exam performance across classes, it wasn’t significant (P >0.05). On the other hand, while there was an increase in student rating of overall educational quality as good/excellent, it had a significant 14-point increase (P < 0.01) from class of 2025 (n=22) to 2026 (n=24) when the majority of new AL techniques were added. Cumulative student top three effective learning modalities were self-directed, coloring/drawing, and worksheets. Interestingly, for the class of 2025, there was a reset of the top 3 to coloring/drawing, the new AL techniques, and the worksheets and self-directed in joint third. Qualitative analyses of student evaluation comments showed that the majority of students cited the importance of AL in their neuroanatomy comprehension and examination readiness. Overall, the implementation of AL strategies had a positive impact on neuroanatomy medical education and student experience.