PURPOSE Health professions students face rising levels of stress, burnout, and mental health concerns that undermine academic success and long-term professional development. National recommendations call for formalized well-being instruction as a means of equipping students with lifelong strategies to support health and resilience. Promoting wellness practices can occur at a variety of points during the course of undergraduate medical education (UME). Using a “Wellness Road Map,” longitudinal student wellness support can be implemented to augment the existing medical curriculum and provide lifelong resilience skills to students. METHODS A broadly applicable “Wellness Road Map” was developed by faculty at four US medical schools to highlight potential spheres of influence during the undergraduate medical education (UME) continuum, where wellness activities can be implemented to support students in developing skills in wellness and resilience. Selected wellness activities at these institutions were conducted, as examples of wellness support implemented at various time points across UME and student and faculty feedback was collected. RESULTS Faculty identified the spheres of (1) Pathway Programs, (2) Classroom Teaching, (3) Holistic Mentoring, and (4) Institutional Culture as landmarks on the “Wellness Road Map” ideal for implementing wellness approaches. Based on the responses so far, students and faculty were generally receptive, with greater than 50% of students choosing to participate in classroom activities, and self-reports of improved wellness or outlook from students who engaged in wellness sessions. CONCLUSION The developed “Wellness Road Map” provides a framework for implementing longitudinal student wellness support within existing medical school curricula. Better integration of wellness and mindfulness approaches throughout UME has the potential to support student flourishing, resilience, and reduce burnout in medical school and beyond.