Contribution: A first-year programming course was redesigned with a large, open-ended robotics project. The course design aligns with best practices for promoting development of students’ self-efficacy in solving ill-structured software design problems. Background: From Jonassen’s theory, problem-solving outcomes are dependent on the problem structure, complexity, and representation; and the characteristics of the solver. These characteristics are diverse, including knowledge, familiarity, and psychometric qualities of the solver (e.g., self-efficacy and motivation). Thus, better problem-solving outcomes are dependent on the development of these traits, and on the problem characteristics. Intended Outcomes: Pre-2010, course learning activities and assessments overly focused on syntax. The course was redesigned with a focus on ill-structured problem solving and design in high-fidelity problem domains. Application Design: Complex and ill-structured lecture examples, assignments, and exams were redesigned to reinforce the importance of software design and problem solving. An open-ended cornerstone project using robotics was added as a structured means of providing students practice with solving ill-structured and open-ended problems. The assignment and exam questions, with the course cornerstone project, achieve instructional alignment in the course. Findings: The results show that students’ self-efficacy improved from start to end of term. The course design achieves several objectives: 1) students learned the requisite programming skills; 2) students developed their self-efficacy in programming and design; and 3) students demonstrated strong problem-solving outcomes.