The aims of this paper are to examine the breadth of scholarship that emerged from a large-scale university-wide course transformation program between 2011 and 2021, to investigate how the course transformation program influenced students' perceptions of their learning environment and learning achievement, and to discuss future directions for improving autonomy-supportive learning in higher education. We gathered all quantitative and qualitative publications related to the IMPACT course transformation program, and 35 articles were included in the study. Since the scope of the study topics in the course transformation program varied and program implementation was applied to various study contexts and disciplines, the findings were first summarized in a narrative manner. Additionally, a meta-analysis was conducted to examine the effectiveness of the course transformation based on 10 journal articles that adopted quasi-experimental designs. The findings revealed that the courses redesigned through the program supported students' positive learning experiences, including motivation, satisfaction regarding basic psychological needs, knowledge transferability, and academic performance. This paper discusses implications and future directions to enhance undergraduate students' academic success through course redesign. Further exploration is needed to determine the additional effect of course redesign in higher education.