This study aimed to investigate undergraduates' perspectives of online syllabus design and interactivity in an asynchronous geoscience course. The study was grounded in previous research on syllabus design and interactivity and used a multiple case study design to gather data from five participants. The course had multiple sections, each with a customized syllabus that varied in design and interactivity. The findings suggest that students were motivated to engage with the course syllabus when it included design and interactivity. The use of tabs to organize syllabus content was found to be an effective form of interactivity for searching information and breaking down content. Online syllabi with design were found to be easy to read, but syllabi with design and no interactivity were criticized for causing excessive scrolling. The study's results highlight the importance of incorporating both design and interactivity in online syllabi to enhance student learning experiences. Future research could explore the impact of visual syllabi on student motivation and engagement in other academic disciplines and with other student populations. [For the full proceedings, see ED652228.]