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Abstract The Association of American Medical Colleges' Entrustable Professional Activity (EPA) 6 states that “the day 1 resident should be able to concisely present a summary of a clinical encounter to one or more members of the health care team (including patients and families) in order to achieve a shared understanding of the patient's current condition.” It further notes that the entrustable student should be able to “provide an accurate, concise, and well-organized oral presentation” and to “adjust the oral presentation to meet the needs of the receiver of the information.” This curriculum focuses specifically on how to adjust the oral presentation according to the needs of the specialty and provides a foundation upon which students can further refine their skills during clerkships. This curriculum is designed to teach second-year medical students the fundamentals of specialty-specific oral presentations just prior to the start of their clinical rotations. The curriculum covers the most common core clerkships at US medical schools: internal medicine, family medicine, pediatrics, surgery, obstetrics and gynecology, psychiatry, neurology, and emergency medicine. The curriculum serves as an extension of the MedEdPORTAL publication “Teaching Oral Presentation Skills to Second-Year Medical Students.” This curriculum was successfully deployed during Brown's Clinical Skills Clerkship (CSC) in 2015. Although there has been a session on specialty-specific OPs for the past 3 years, the current iteration of the curriculum has only been in use for 1 year. In 2015, 121 students completed the CSC. Students ranked the effectiveness of instruction on specialty-specific OPs by the senior medical students on a 1-6 Likert scale (1 = Poor, 6 = Outstanding). The mean of these scores was 4.72 (SD = 0.99). Qualitative comments suggested that students appreciated the opportunity to focus on what they would need to do in the specialty of their first clerkship, while simultaneously gaining a broad perspective of how oral presentation requirements would change during each core rotation. Students appreciated having the resources organized by specialty to access them easily both during the CSC and for future reference.