The purpose of this quantitative, non-experimental, correlational study was to determine if there was a correlation between first-time pass rates on the USMLE Step 1 and the use of active learning strategies in medical school classrooms. For the utility of this study, active learning strategies were defined as any activity in which medical students are actively engaged and use the material to enhance learning. The significance of this study was to impact the delivery of medical education in the classroom setting. The instruments for the study were the AAMC-CI and the USMLE Step 1 first-time pass rates. The AAMC-CI was completed by 1,162 medical schools between 2013 and 2022, providing a vast amount of information concerning the instructional methods used in classrooms. The pass rates of the USMLE Step 1 examination were also used in this study, examining the years 2014-2022. The setting for this study was testing centers for the USMLE Step 1, as well as medical schools that completed the AAMC-CI. Statistical analyses were performed on secondary data sets using the Shapiro-Wilk test to determine the normal distribution of the sample and Pearson's r to determine the correlation between the active learning strategies and the USMLE Step 1 time pass rate. It was found through Pearson's r correlation that USMLE Step 1 and active learning in MD classrooms showed a negative, insignificant correlation, with a p = -0.192. The Pearson's r correlation for active learning and DO programs showed a negative negligible, insignificant correlation, with a p = -0.048. Future recommendations for research included larger sample sizes in DO programs and include more active learning strategies in the study sample. It was recommended that more research be done on the use of active learning in medical school classrooms and its impact on the USMLE Step 1. [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.]