Introduction: Student success extends beyond curriculum design to include learning environments that foster confidence, belonging, and engagement. Although psychological safety has gained increasing attention in health professions education, less is known about the faculty practices that promote learner growth. This study explored how faculty leadership and course design supported learner development following the redesign of a graduate gross anatomy course. Methods: A qualitative descriptive study analyzed open-ended course evaluation responses from 80 graduate students enrolled in a redesigned 13-week gross anatomy course. Responses were examined using a hybrid deductive-inductive thematic analysis guided by Moos' learning environment framework, with AI-assisted validation supporting analytic consistency. Results: Students identified faculty engagement as the primary driver of learner growth. Five practices emerged as particularly influential: approachable mentorship, clear communication, confidence-building interactions, humanized communication, and professional role modeling. Structured active learning, formative assessment, and team-based learning further promoted accountability, belonging, confidence, and opportunities to learn from mistakes within a psychologically safe environment. Together, these practices transformed curriculum redesign into a holistic learning environment that supported academic achievement and personal development. Conclusions: Faculty leadership extends beyond content delivery to intentionally shape learning environments that foster learner success. Integrating psychologically safe teaching practices with active learning, mentorship, and iterative learning opportunities can cultivate confidence, resilience, and belonging while supporting long-term professional development. These findings provide practical strategies that are transferable across health professions education.