Engineering educators naturally gravitate toward visual means for communicating concepts that would otherwise be extremely difficult to convey using words and numbers alone. With the emergence of three-dimensional (3D) printing as an accessible and cost-effective technology, it is now possible to develop customized models that enable students to watch practical demonstrations and physically interact with engineering concepts independently. Instructor-developed 3D printed models were incorporated into a second-year structural engineering course at a large university in New Zealand. Students' learning strategies and perceptions of learning from the 3D printed models were investigated. Students were surveyed at the end of the semester. Thematic analysis was applied to open-ended responses to identify the learning strategies employed when engaging with the models, perceived learning benefits, and perceived opportunities for improved learning. Students perceived the models favorably during lecture demonstrations and self-directed study at home. The models supported students' ability to connect theory to practice, mentally visualize engineering concepts, and develop engineering judgment. Overall, students agreed the 3D printed models improved their understanding of subject matter and perceived this would improve their grade performance.