Frontline faculty are frequently the first to recognize the struggling learner. The ability to recognize, diagnose, and develop remediation plans to assist struggling learners continue on the educational continuum. With increasing debt related to medical school, it is essential to provide resources to learners to identify and remediate deficiencies as early as possible. Most faculty do not have formal training dealing with struggling learners and learn these skills when dealing with a learner crisis. The lack of experience and a structured approach to remediation needs can lead to significant faculty distress , or worse, negatively impact patient safety. This workshop seeks to improve faculty’s ability to assist struggling learners by providing them with a framework to approach the diagnosis and management.