This interpretive study explored the communicative strategies teachers employ when constructing and presenting course syllabi to overcome challenges teachers face surrounding the syllabus. Data included 13 classroom observations, 19 teacher interviews, and document analysis of the instructors' syllabi. Communication strategies teachers used to welcome students, balance tensions when presenting the syllabus, and focus students' attention during the presentation emerged. The findings offer teachers suggestions on how to present and construct the syllabus more effectively. (Contains 2 tables.)