This study explored the implementation of 3D-printed models as a didactic resource for teaching three-dimensional modeling of mechanical elements to students in electro-mechanical engineering. The research followed a mixed-method cross-sectional design, with the aim of designing, implementing, and evaluating physical teaching aids intended to strengthen students’ spatial visualization and technical modeling skills. To achieve this, the Purdue Spatial Visualization Test: Rotations (PSVT: R), modeling exercises assessed with rubrics, and a perception survey based on the Technology Acceptance Model (TAM) were applied. Seven 3D-printed models were developed in PLA, six individual and one integrative, and their pedagogical validity was confirmed through expert review. The intervention showed significant improvements in students’ performance on low and high-complexity modeling tasks, along with high acceptance levels according to student perceptions, especially in the dimensions of attitude toward use and facilitating conditions. Qualitative analysis revealed positive feedback, recognition of pedagogical value, and suggestions for future use. It is concluded that using 3D-printed models is a relevant and well-accepted didactic strategy with a positive impact on spatial visualization and geometric understanding. Based on the results, the approach is considered replicable in other technical courses and adaptable to diverse institutional contexts, enhancing its scalability as an innovative teaching practice in engineering education.