Students frequently react negatively to academic remediation. Moreover, research shows that remediations tends to offer “more of the same” without addressing the underlying factors contributing to poor performance of the students. Recognizing this gap, the present study seeks to explore the experiences, challenges, and coping strategies of underperforming pre-clinical medical students during their period of academic remediation. This study was guided by two theories: the self-regulated learning theory and the Lazarus coping theory. Eight participants were purposely sampled based on the inclusion criteria of failing more than two consecutive assessments in a semester and/or failing a summative examination, and they underwent academic remediation as a result. A descriptive qualitative research design with semi-structured individual interviews was employed for data gathering. The interviews were transcribed, and the data were analysed using Braun and Clarke’s Six Phases of Thematic Analysis. A total of five themes were established. The themes include “Remedial Sessions Helpful and Great”, “Academic Pressure & Emotional Turmoil”, “Academic Exposure of Failure”, “Acceptance of Failure & Self-Directed Growth After Academic Setbacks” and “Peer Influence & Alumni Support in Academic Recovery”. Students provided insights into their perspectives while on academic remediation and its effects on their personal, social and academic life. Several significant trends were found related to academic gains, students’ participation, as well as faculty and peer interactions during academic remediation. However, students frequently expressed concerns about privacy in online grouped remediation sessions and the strong emotional toll that arose from academic setback and failure. The results of this study support the need for proactive academic remediation efforts which focus on fostering skills like goal setting, effective course revisions within a limited time, resourcefulness and self-reflection, while also creating a supportive environment that encourages active participation and builds confidence rather than content remediation. The study's findings add to the body of research on academic remediation efforts aimed at resolving students' difficulties and promoting their general well-being in a vulnerable state to improve their overall experiences during the remediation phase. The insights of this study from the viewpoint of underperforming pre-clinical medical students would be helpful for the educators while designing academic remediation.