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This study examines the process of program development for undergraduate-level courses in Turkey, focusing on the methodologies, models, and practices employed in curriculum design. The research adopts a systematic review approach to analyze 25 graduate theses published between 2010 and 2023, sourced from the Council of Higher Education (YÖK) Thesis Center. The findings reveal that the majority of studies (80%) were doctoral theses, reflecting the comprehensive and long-term nature of program development. Methodologically, qualitative (40%) and mixed methods (52%) were more prevalent than quantitative approaches (8%), highlighting the complexity of educational research. The most commonly used program design model was Demirel’s Educational Program Development Model (DEPGEM), favored for its alignment with the Turkish education system. Studies were conducted across various disciplines, with education faculties (48%) being the most prominent, followed by health sciences (20%), fine arts (12%), and tourism (8%). Program evaluation was included in 48% of the studies, with pilot applications used in only 28%, indicating a need for more robust evaluation practices. Needs analysis was conducted in 76% of the studies, often involving multiple stakeholders such as experts, students, and industry representatives. Objectives were frequently based on Bloom’s taxonomy (44%), though 56% of studies lacked clarity in defining objectives. The study concludes that program development in Turkey is increasingly adopting systematic and student-centered approaches, but greater methodological rigor and interdisciplinary collaboration are needed. Recommendations include the integration of technology, the use of mixed methods, and adoption of both local and international models to enhance the quality and effectiven.