An intervention program employing test-skills instruction and cooperative learning methods was presented to second year minority medical students at a major state supported medical school. The purpose was to enhance minority students' passing rate for Part I of the National Board of Medical Examiners (NBME) examination. After completion of the program, it was observed that the passing rate of the minority students during that year significantly surpassed that of the minority students from the previous year, and approached the passing rate of the nonminority students in the class. The mean National Board Examination score for the students participating in the program was not statistically different from that observed for an equal number of randomly selected second year nonminority students. The major questions addressed by the study were affirmatively answered. Results indicated the applied intervention procedure can reduce disparities between minority and nonminority students on both scores and passing rates for the NBME. Results suggested that effective test-taking instructions with participation in small learning support groups can enhance performance for all students. Effective academic support programs can, and should be, established for advanced level students. The program described here requires students to be active, rather than passive, participants. (Author/DWH)