The purpose of this research effort was to examine the Rutgers University pre-health students' advising utilization and the association of advising to medical school admission, for 2012-2016. A variety of variables allied with the Social Cognitive Career Theory and advising practice shaped the examination framework. Specifically, the researcher analyzed the potential impact of pre-health students' use of assistance in interview preparation and essay development, as well as the frequency of visits to the Rutgers University Career Services (UCS) advising office for the general pre-health student population and for pre-health students from an underrepresented minority (URM) background. The advising strategies supportive of students' ability to overcome challenges were identified by exploring influences that impacted the pre-health college students' advising utilization. The study employed a non-experimental, ex post facto research design using multiple sources of primary and secondary data culled from Career Knight (CK), the Association of American Medical Colleges (AAMC), and a semi-structured focus group. The CK-AAMC data consisted of an identified sample of 1,938 student records, which were culled, based on academic class year, major, and utilization of UCS pre-health advising appointments, from an overall population of 3,000 pre-health students. The focus group was a convenience sample of students invited to participate via an email request from the researcher and a Health Professions Office representative. Means to improve advising practices and to also support efforts to achieve a more culturally diverse and inclusive medical workforce that better represents our diverse nation were identified. [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.]