As a contribution to the criticism of precollege animal dissection, I develop what can be referred to as the materiality argument. My suggestion is that by approaching both the dissection activity itself as well as its simulated alternatives as concrete material practices, we can shake off some of the assumptions about these activities that tend to lead people to favor the dissection exercise. I argue that if we can find ways to shed these biases, then we could better evaluate dissection’s actual educational advantages, limitations, and problems. In addition, we could further unlock the yet unmet potential of dissection simulation. This chapter serves as an introduction to the project of developing the materiality argument against dissecting animals in the classroom.