The purpose of this quantitative study was to examine the relationship among personality traits of the Myers-Briggs Type Indicator (MBTI), the students' perception of their perceived level of persistence, their perception of their level of academic self-concept and peer academic self-concept. The participants of the study were medical students in any year of medical school who at the time of the survey were enrolled in one of four medical schools in the United States. A total of 81 students were included in the study. The students were surveyed using an instrument developed by this researcher combining the Myers-Briggs Type Indicator tool with questions from the Social Readjustment Rating Scale, and a Likert Scale of questions measuring their perception of their level of Academic Self-Concept and Peer Academic Self-Concept. The survey was administered to the students electronically through a link that was sent to them from their school administrators. This study also investigated demographic variables of the participants such as gender and ethnicity to investigate the comparisons and differences of medical students and their perceptions of academic self-concept and peer academic self-concept. The independent variables were response to Myers-Briggs Type Indicator Tool and perception of persistence level. The dependent variables were students' perception of academic self-concept and perception of their peer's academic self-concept.The research study involved statistical analysis of the survey responses to determine the descriptions, comparisons, differences, relationships, and predictions among the variables. The data was statistically analyzed using means, standard deviations, independent samples t-test, one way ANOVA, a correlation, and a regression. There were statistically significant findings in the research study related to the personality traits of thinking, feeling, and judging and the perception of the student's level of academic self-concept and peer academic self-concept. There were also findings that were not significant and support further research in these areas. [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.]