Introduction <p>Health promotion (HP) curricula are essential for health professions education but currently lack strong long-term evidence for effectiveness. This project aimed to evaluate the multilevel long-term impact of an HP curriculum on healthcare students.</p> Methods <p>An HP curriculum incorporating ten evidence-based interventions was implemented for healthcare students. Participants’ reactions and impact on learning, HP behaviors, and well-being change were collected through electronic surveys administered pre-, post-, and 6&#xa0;months post-curriculum. Data analysis was conducted using STATA, Mplus, and ATLAS.ti.</p> Results <p>A total of 552 students (medical, nursing, counseling, physical therapy, and social work) completed the HP curriculum. Participants demonstrated improved awareness of distress factors (<i>p</i> &lt; 0.01) and perceived value of (<i>p</i> &lt; 0.01) and willingness to engage in HP behaviors (<i>p</i> &lt; 0.01). Willingness to try HP interventions correlated significantly with perceived value (<i>r</i> = 0.73, <i>p</i> &lt; 0.05). Most students (92%, <i>n</i> = 505) adopted HP interventions, with the highest rates for healthy sleep (23%, <i>n</i> = 146) and exercise (18%, <i>n</i> = 117). Six months post-curriculum, 92% of 153 respondents confirmed improved health and well-being, particularly in mood (33%, <i>n</i> = 51) and reduced stress (19%, <i>n</i> = 29). Overall, 47% (<i>n</i> = 258) valued the HP curriculum. Interestingly, medical students reported the lowest perceived value among professions (<i>p</i> &lt; 0.01).</p> Discussion <p>This study demonstrates the long-term effectiveness of an interprofessional HP curriculum, addressing all levels of the Kirkpatrick pyramid (reaction, knowledge, behavior, and results).</p> Conclusion <p>This HP curriculum offers a scalable solution for academic institutions aiming to enhance and sustain the health and well-being of healthcare students.</p>