BACKGROUND The use of ultrasound as an educational technology in medical education to teach basic sciences, including anatomy and physical examination techniques, has become common. Multiple studies have demonstrated the benefits of using ultrasound to teach anatomy and physical examination skills; however, this has not been studied in physician assistant (PA) students. METHODS This qualitative phenomenological research used 5 semi-structured interviews of first semester PA students to obtain a deeper understanding of students' perspectives. Dominant coding categories were identified through open coding, and thematic analysis was completed to identify emerging themes of participants' perspectives. RESULTS Overall, the students positively perceived this use of ultrasound. Four themes emerged regarding PA students' perspectives of ultrasound as an educational technology within their Clinical Anatomy and History and Physical Examination classes: solidifying the curriculum, desiring more, looking ahead, and burden of curriculum. CONCLUSIONS This study supports the use of ultrasound as an educational technology to solidify prior learning; however, steps to ensure student commitment to the technology should be taken. Careful consideration for curricular sequencing and allocation of time should be utilized by programs attempting to integrate ultrasound in this manner. Hands-on experiences, rather than faculty demonstrations, and clinical correlation should be utilized whenever possible.