Osteopathic medical students experience academic challenges during their preclinical years of medical school due to the rigorous medical school curriculum. Prior research identified several challenges experienced by these students and the need to explore resilience strategies which can be employed to address those challenges. The purpose of this qualitative case study was to identify and describe the specific strategies used by osteopathic medical students to navigate the academic and personal challenges faced during their preclinical years to persist and successfully transition into the clinical years of the medical program in a large medical school in South Florida. There is a need for administrators to ensure that medical students receive the necessary training, which builds their confidence and prepares them to provide adequate healthcare services, and which meets the needs of future healthcare workforce demands. Exploring the needs of this population of osteopathic medical students would help medical school programs determine the most effective interventions and programs which support the student experience and overall retention efforts. Two theoretical frameworks will underpin this study, the theory of self-efficacy and attribution theory. The following central research question will guide this study: How do students in their preclinical years navigate challenges and successfully transition into their clinical years, in an osteopathic medical program at a private university in Florida? This qualitative study was conducted using a descriptive analysis. Participants were interviewed via Zoom. The student consisted of 57 online questionnaire participants and six interviewed participants from the college of osteopathic medicine in Florida. The analysis revealed six themes: (a) self-efficacy as a means to achieve, (b) help matters, (c) plan to succeed, (d) understanding your needs, (e) help at the right time, (f) navigating unexpected challenges. The results of the study may be useful for the medical school stakeholders such as faculty, staff, administration, and clinicians who work with the students to understand the support students need and how to best advise them. The incoming osteopathic medical students may also find this study to be helpful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]