Purpose Ambulatory education is a critical component of internal medicine residency training. Although academic half-day (AHD) curricula are increasingly common, few reports describe strategies that promote learner growth through standardized curricular sequencing and longitudinal tracking. Objective To evaluate resident perceptions of a redesigned ambulatory AHD curriculum incorporating longitudinal curricular tracking, standardized topic mapping, and a recurring 8+2 ambulatory scheduling model. Methods We conducted a cross-sectional evaluation of an ambulatory AHD curriculum at a university-affiliated internal medicine residency program. After three years of implementation, residents completed an anonymous survey evaluating the current curriculum. Survey items were developed through literature review and expert review. Descriptive statistics and Wilson 95% confidence intervals were calculated. Longitudinal tracking assessed ambulatory topic exposure across graduating resident cohorts. Results Twenty-six of 45 residents completed the survey (57.8% response rate). Composite positive response rates were 98.7% for Educational Value, 99.0% for Teaching Quality and Engagement, 87.5% for Structure and Organization, and 94.2% for Clinical Relevance and Balance. Residents reported enhanced ambulatory learning, improved application of knowledge, and high engagement. Longitudinal tracking demonstrated progressively greater ambulatory topic exposure across graduating PGY-3 cohorts after curriculum standardization. Lower ratings primarily related to session duration and sustaining engagement during longer sessions. Conclusions A longitudinally tracked ambulatory AHD curriculum provided a structured framework for standardized outpatient education. Integrating protected educational time, curricular mapping, longitudinal tracking, and learner feedback promoted learner growth and continuous curricular improvement, offering a scalable model for ambulatory residency education.