Ultrasonography has increasingly been integrated into undergraduate medical education. Although its impact on the diagnosis of some pathologies and the safety of certain clinical procedures has been discussed and supported by the literature, its role in medical education is still controversial. Advocates argue the benefits of ultrasound in teaching ‘living anatomy’ and improving students’ appreciation of the close anatomical relations as well as physical examination techniques. It was also linked to elements of the hidden curriculum, where the impact on students’ professional formation was also explored. Furthermore, ultrasound technology has become an integral diagnostic tool in critical care and emergency medicine, which supports the early introduction into the medical curriculum. On the other hand, criticism of the evidence that supports the impact of ultrasound technology in anatomy education remains. Further concerns about the cost, faculty expertise and time constraints within the crowded medical curriculum, as well as the lack of clear educational guidelines, still exist. Incorporating ultrasound technology into anatomy education differs among institutions worldwide, especially with regard to the stage at which it is introduced, its level of content and its length. This chapter explores the integration of ultrasound into the anatomy curriculum from a pedagogical lens, discusses the challenges of integrating ultrasound into anatomy instruction sessions and suggests strategies to overcome these challenges. It finally discusses steps to integrate this imaging modality into the anatomy curricula.