Abstract: Lectures and textbooks reading are the prevailing method of learning anatomy. The Clinical Anatomy League (CAL) of University of São Paulo Medical School (FMUSP) aims to complement this traditional method and also provide students with practical activities to enhance their anatomy knowledge. Our aim is to describe CAL's activities and analyze their impact on learning and knowledge retention by comparing members and nonmembers performance on a standardized assessment test. Student's interest in anatomy and their motivation and expectations towards CAL were also evaluated. Questionnaires about interest in anatomy, motivation and expectations to join CAL were answered by CAL's Introductory Course attendants. Later, a 20-question test based on important anatomical structures and their relations was applied to compare  members' and nonmembers' performances. These students' grades on FMUSP Human Topography course was adopted as an indicator of baseline anatomical knowledge experience for further comparison. Students main motivation to become members was reviewing previously studied anatomy and learning surgical procedures. Their major expectations were to train surgical procedures and acquire new anatomical knowledge. Statistically significant changes on interest in anatomy were observed among  introductory course attendants. CAL's members and nonmembers baseline grades were not statistically different, however members' performance on the study's exam was superior. Stratifications of the samples showed differences among subgroups according to their level in training. According to the analysis of obtained data, CAL succeeded in strengthening student's interest in anatomy as well as improving long-term retention of anatomical knowledge and may represent a successful initiative for enhancing anatomy's teaching.