The focus of this qualitative descriptive study was on what undergraduate faculty at 4-year Christian universities or colleges in California have experienced and what recommendations they have pertaining to the use of scripted syllabi in teaching online courses. Ted Aoki's theory on curriculum implementation as a situational praxis was used as the theoretical foundation for the study. This study was guided by two research questions, asking what undergraduate faculty experienced and what recommendations they have pertaining to the use of scripted syllabi in teaching online courses. Data collected from a sample of 13 participants using online questionnaires and one-on-one interviews through Zoom produced twelve themes using thematic analysis. Experiences shared by participants were both positive and negative. Participants expressed their appreciation for the standardization of scripted syllabi and how scripted syllabi made measuring outcomes, setting expectations, and preparing for class easier. Faculty also offered recommendations for supporting student needs and helping them understand course expectations, ways to enhance scripted syllabi with additional details and improved flexibility, and ways to improve faculty experiences with scripted syllabi by giving faculty opportunities to provide input and feedback. The findings from this study bring together the benefits of standardization and practice. This study serves as a situational praxis from which faculty and administrators at colleges and universities can make better-informed decisions when implementing scripted syllabi in online programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]