Introduction: One-Minute Preceptor (OMP) model was first introduced by Neher et al1 in 1999 as “Five Step Micro skill Model” of teaching learning for the clinicians having busy ambulatory clinics. Although the model is conceptually sound, it remains largely untested. So present study have been conducted in identification and interpretation of routine histology slides of Anatomy among undergraduate students to assess the effectiveness of this model over that of the traditional model. Aim: To study the utility of One minute preceptor as a teaching method for the students of Anatomy. Objectives: 1. To sensitize the students for One minute perception. 2. To sensitize the faculty members to one minute perception. 3. To assess the perception of the faculty and the students for this new teaching method. Methodology: With prior approval of ethical committee, Orientation Programme on OMP teaching learning was conducted to introduce the concept of “One Minute Preceptor” for the faculty as well as the students. Perception evaluation of the students to OMP method was done from checklist of pretest and post-test performance through observation (Likert scale). Effectiveness of the OMP method was judged by comparing the performance of the students in Pre-test and Post-test. Wilcoxon sign rank test was used. P value <0.05 was taken as statistically significant. Perception evaluation of the faculty was done by taking their feedback. Results: OMP proved to be useful for the students in improving presentation skills, involvement in decision making, reasoning behind decision making, providing positive feedback as ‘p’ value was highly significant for it. Most of the faculty members strongly agreed that OMP is feasible, useful and an effective tool which improves teaching skills, helps identify specific lacunae in learner’s understanding. However, they also felt that it was more time consuming but not cumbersome. It must also be mentioned that all the faculty members were willing to adopt OMP as a teaching methodology. Conclusion: All the 30 students showed satisfaction at the end of OMP session. OMP proved to be useful in improving presentation skills, involvement in decision making, reasoning behind decision making, providing positive feedback as p value was highly significant for it. .As it was a new teaching methodology students were apprehensive initially but with repeated sessions students showed enthusiasm and were eager to continue OMP sessions in future for histology and other subheads of Anatomy. It must also be mentioned that all the faculty members were willing to adopt OMP as a teaching methodology.