Purpose: CASE was developed to bridge preclerkship anatomy and basic science with early clinical application. Building on a preliminary pilot, this study evaluates longitudinal integration across five organ systems for preclerkship medical students. Methods: CASE sessions were embedded in preclerkship organ system blocks at Rutgers New Jersey Medical School. Each paired a clinical vignette and anatomy with procedural simulation: suturing for musculoskeletal/integumentary (MIS), venipuncture for cardiovascular, bag-valve-mask (BVM) ventilation and thoracic ultrasound for pulmonary, Foley catheter placement for genitourinary/endocrine (GU/E), and lumbar puncture for neurology. Students completed pre-and post-session knowledge assessments relevant to procedure and related anatomy, Likert-scale confidence surveys, and free-response feedback. Analyses used Mann-Whitney U, independent-samples t-tests, and Cohen’s d effect size. Results: Preliminary 2024-25 pilot data showed early improvements in knowledge, confidence, and perceived value for integrating anatomy clinically; the present longitudinal analysis expanded this to five organ-system activities. Post-session knowledge scores improved significantly from pre-session (p≤.007). Mean scores increased from 3.24 to 4.36 in MIS; 3.35 to 4.61 in cardiovascular; 3.26 to 4.27 in pulmonary; 3.67 to 3.96 in GU/E; 3.45 to 4.71 in neurology. Confidence increased after most activities, with largest improvements in procedural skills: suturing (d=1.27); code scenario support (d=0.59); BVM ventilation (d=1.37); Foley catheter placement (d=2.54); lumbar puncture support (d=1.94). Students most strongly endorsed CASE for integrating basic science and clinical knowledge (mean=4.40). Conclusion: CASE is a feasible model for longitudinally integrating clinical anatomy, procedural simulation, and case-based learning into preclerkship curriculum. Multisystem data suggests knowledge and confidence gains with favorable student perceptions.