The integration of basic science courses throughout the first two years of medical education has introduced complications to assisting students who struggle academically within a program comprised of intensely interwoven topics. Course remediation has been a long standing practice within medical school curricula, providing students with additional opportunities for success and advancement. At Morehouse School of Medicine, the first‐year integrated curriculum is built around a gross anatomy template, and is composed of gross anatomy, embryology, cell biology, histology, neurobiology, biochemistry, and physiology. The first year curriculum is separated into the following courses; Basic Principles and Organ Systems I, II and III. These divisions enable students who underperform in one of these courses, a grade of 60‐69.4%, to be allowed to advance to the next course, with the understanding that they must remediate the course within a set schedule. Course remediation consists of a detailed self directed study plan that is developed and submitted by the student, and culminates in a comprehensive multiple choice exam. Students who pass the remediation exam (蠅 70%) receive a “C” for the course. Students who fail the remediation exam repeat the course the subsequent year. Current remediation guidelines have evolved over the past six years of the integrated first year curriculum. With an average of three students remediating per year, 68% are successful, and only 32% must retake the course. Thus, we regard course remediation as a successful means of aiding students who underperform in the first year of medical school.Sponsored in part by NIH PO31B04017 and G12RR003034