Purpose: Orientation facilitates the transition to a new academic program to meet the need of new students to know programmatic items such as academic expectations, courses, policies and procedures. We used a problem based learning (PBL) approach to introduce our students to the expectations of our intensive 10-week Medical College Admission Test (MCAT) Preparation Program. Method: There were 17 participants in this study. A PBL case about five disadvantaged and underrepresented students preparing to retake the MCAT was used to deepen understanding of the medical school application process, the structure of the MCAT to motivate and help participants develop appropriate strategies for preparing and taking the exam. The participants were divided into 3 groups that worked through the 3-session case during a one-week orientation. After the orientation, a survey instrument consisting of ten 5-point Likert items and eight open-ended items was administered to the participants. Student comments regarding the case, faculty observation of process and group dynamics were also collected. Results: Overall class mean of 4.50 on a 5-point Likert Scale and the overwhelmingly positive student comments indicate that participants perceived the PBL experience to be highly valuable. The faculty observed an increased confidence and enthusiasm in the students as they progressed through the PBL case. Conclusion: A group of disadvantaged and underrepresented premedical students found that confronting a PBL case for preparing this group for the MCAT was valuable. It is likely that PBL could be adapted and used to promote the preparation for other standardized tests, and for other populations. (Contains 2 tables.)