As anatomy lab hours have been decreased across medical school curricula, there is opportunity for Augmented Reality (AR) to emerge as an effective learning tool. In addition to live demonstrations such as those provided through the Peer Teaching Program (PTP), AR technology can provide 3-D realistic anatomic imaging that engages visuospatial skills and can be accessed remotely, The goal of this study is to provide an assessment of AR holograms as an educational intervention for anatomy learning. The study was quasi-experimental in design to determine the efficacy of AR compared to PTP. Two trials took place during regularly scheduled PTP sessions. For the AR intervention, students completed a pretest, interacted with AR holograms as either the 1st (AR1) or 2nd (AR2) educational intervention, then completed a posttest. A paired-t test was used on AR1 scores to determine AR efficacy. A one-sided MannWhitney-U test was used on post-intervention scores of AR1 vs PTP1. The AR1 group achieved a significant improvement in test scores. There was no significant difference in AR1 vs PTP1 post-intervention scores. CONCLUSION: In this pilot study, mobile-based AR was as effective as PTP in acquiring short-term learning and has the potential to be used for anatomy education to simulate hands-on laboratory time