PURPOSE Interventional Radiology (IR) is a new specialty within Radiology, which uses imaging techniques to diagnose a variety of pathologies and non-invasive procedures to treat such pathologies. These non-invasive procedures reduce risk, healing time, and pain for patients and are integral to multiple other specialties. Unfortunately, few medical schools include IR in their pre-clinical education, limiting early exposure to IR. To combat this, we developed a novel IR curriculum within the first year pathology course that included pre- and post-surveys, an IR lecture and a case-based, active-learning lab allowing students to perform IR procedures. METHODS First year medical students were surveyed of their knowledge and interest of IR prior to a lecture on the field.  All students then participated in a case-based, experiential lab where each student performed an ultrasound-guided liver or kidney biopsy. After completion of the lab, students completed a survey with the same pre-lecture questions and an evaluation of the lab. Results were analyzed using ANOVA, Chi-squared, and Fischer Exact tests. RESULTS Fifty-two percent of students were unaware of IR prior to entering medical school. That percent increased from 78% to 98% after the lecture and lab respectively. All students showed an increase in the number and types of IR procedures they could describe after the session.  Ninety-eight percent of students said that they gained a better understanding of the field after completing the lab. Ninety-two percent of students thought the lab integrated well with the curriculum and 99% of students wanted to see similar activities in the future. CONCLUSIONS Overall, this novel curriculum positively influenced students' interest in and knowledge of IR. The data suggests that integrating IR modules into pre-clinical education would increase students' interest in the IR specialty.  Follow-up studies to determine the actual impact on elective and residency choice will be conducted.