In Life Sciences (biology) education, both nationally and internationally, the study of animal and organ morphology has traditionally involved dissection since the early 19th century. This study focused on the inclinations of teachers and learners towards animal organ dissection, and its use in problem-solving in Grade 11 Life Sciences education in the Gauteng Province, South Africa. A mixed methods research design was used to collect data from 224 learners with a questionnaire, followed by lesson observations and interviews with six teachers. The results show that the majority of the teachers and learners had great interest in performing animal organ dissections, believing that its use could add value to the solving of specific problems that are related to the Grade 11 Life Sciences curriculum. A few teachers were not keen on animal organ dissection and were reluctant to let their learners dissect and use it in problem-solving. The few learners with reservations about animal organ dissection preferred artificial organs due to a blood phobia and squeamishness. This study supports the development of artificial animal organ dissection as a teaching strategy in support of problem-solving in teaching.