The purpose of this study was to examine student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) level 2 examination following a clinical evaluation, feedback, and intervention program. Students who completed their core clinical training (year 3) at the Lake Erie College of Osteopathic Medicine in Erie, Pennsylvania, returned to the campus for a weeklong series of clinical science testing. Their performance in this program was compared to their performance on COMLEX-USA level 2 administered by the National Board of Osteopathic Medical Examiners approximately 3 months later. The authors analyzed other student data (Medical College Admission Test scores, grade point averages, and COMLEX-USA level 1 scores) to identify the relationship between these variables and the students' success (or failure) on COMLEX-USA level 2. Using a correlation approach, the authors found a relationship between COMLEX-USA levels 1 and 2 as well as between the preparation week and COMLEX-USA level 2, and that the significant difference in the results of the "at-risk" students continues in the COMLEX-USA level 2 performance. Further, the intervention used with students performing at less-than-satisfactory levels in the preparation program was successful in improving the performance of this group to a level equal to that of the second decile, thus increasing the likelihood that these students will pass the COMLEX-USA level 2 examination.