Strengthening key competencies in veterinary preclinical education, such as anatomical identification, spatial–visual reasoning, and anatomical–surgical understanding, is essential for effective preclinical learning. In this context, veterinary preclinical education is undergoing a transformation process in which traditional theoretical–practical approaches show limitations in responding to current educational demands, making it necessary to adopt innovative strategies based on active learning and simulation. This study presents a simulation-based educational approach designed to support competency development within preclinical veterinary education. Using a reproducible and low-cost workflow applied to a real canine cranial case of extra-genital transmissible venereal tumor (TVCT) with frontal bone invasion, used exclusively as a teaching scenario. Fourteen veterinary medicine students from the same institution participated in two instructional conditions: Group A received traditional theoretical instruction (including cadaveric specimens) without the use of 3D-printed models, while Group B participated in simulation-based training supported by virtual planning and a 3D-printed cranial model. Learning outcomes are assessed through structured observation and descriptive analysis. A Likert-type survey was also used to assess satisfaction and engagement among students who participated in the model-supported training, as well as to map competencies across cognitive, visual-spatial, and anatomical-surgical reasoning domains, with evaluation conducted by veterinarians with clinical and teaching experience. Descriptive observations indicated that students participating in the simulation-based training engaged in three-dimensional anatomical exploration of cranial anatomy and case-based anatomical-surgical discussion. In addition, survey responses from Group B indicated high levels of engagement and interest, as well as high perceived usefulness of the model-supported training experience. These findings suggest that simulation-based educational frameworks may offer a safe, transferable, and pedagogically valuable strategy for competency development within preclinical veterinary education.