Medical school presents numerous academic and social challenges that influence how students view their ability to learn and inform whether they feel connected to their peers. Little is known about how growth mindsets and feelings of belonging vary across medical school training or whether they are associated with academic achievement among medical students. Medical students from five cohorts at SUNY Upstate Norton College of Medicine completed Dweck's three-item Growth Mindset Scale and a three-item measure of belonging (Bollen’s Perceived Cohesion Scale). Survey responses were linked to demographic and educational characteristics, including class year, underrepresented in medicine (URiM) status, pathway program participation, and academic outcomes. Associations between these constructs and academic outcomes, including preclinical examination performance, diagnostic assessment scores, clerkship assessments, and USMLE Step examinations, will be examined, as well as differences by class year and demographics. Analyses are ongoing. Preliminary findings suggest that both growth mindset and perceived belonging vary across stages of medical school, among student subgroups, and vary by academic performance. Understanding how growth mindset and belonging change throughout medical school may help medical school leadership and faculty identify periods of heightened vulnerability and inform interventions that strengthen student development and academic success. By examining these constructs across multiple cohorts and linking them to educational outcomes, this study seeks to clarify how learner beliefs and social connectedness contribute to success in medical education.