Developing the next generation of anatomy educators is an expansive challenge that involves developing pathways for established scientists into the profession, and increasing the number of graduate level trainees who are both interested in anatomy education and qualified for educational work. In this article, we present long-term outcomes from a national-level pedagogy development program that anatomists from across a national network could use as a model to disseminate anatomical science pedagogy to future faculty, potentially expanding the anatomy education workforce pipeline. Transforming Your Research into Teaching (TYRIT) is a multi-institutional program for graduate students and postdoctoral scholars focused on course design skills. To understand the lasting impact of this course design institute, we conducted a survey-based retrospective study of three cohorts of TYRIT alumni, over 600 graduate student and postdoctoral participants. We asked participants if they had implemented their course design projects, and if so, how their project changed from what they originally designed. We also asked TYRIT alumni to share why they enrolled in this program, their perception of program outcomes, and their reflections on program aspects that contributed to their course design project. Study results indicate that skills learned during the program reliably resulted in implemented projects across a multi-year timeline. Furthermore, we demonstrate that TYRIT met needs particular to graduate students and postdoctoral scholars in the sciences, including pedagogical skills, social support, and career needs. These findings demonstrate that graduate/postdoctoral development in course design provides a foundation for future teaching work that is both durable and adaptable.