Young and colleagues' review identified clinical inexperience, inadequate supervision of trainees functioning in new clinical roles, and loss of “systems knowledge” due to team turnover and departure of the experienced, “systems-literate” clinicians as the mechanisms that cause these outcomes. The relevant empiric work has been done. Needed now is the courage to apply existing data on the effectiveness of interventions in these areas to attenuate or eliminate the July effect. The solutions—such as enhancing supervision, reducing the tempo of the uptake of clinical responsibilities in the first weeks of service, avoiding overnight responsibilities during that period, coupling experienced providers with inexperienced ones in a buddy system, and implementing even more involved interventions (for example, staggering the start dates of trainees over the year)—will greatly enhance individual learning, performance, and patient safety. Simulation, team training, and better “on-boarding” of new trainees centered on the clinical microsystem will help transfer knowledge from departing trainees. Many of these interventions already are standard approaches currently included in the Accreditation Council for Graduate Medical Education's accreditation standards, and the enhancements to the supervision standards to be implemented in July 2011 are particularly relevant (12). These interventions require no future “test of concept” studies; they require political will and financial support for implementation and evaluation.