Use of a wide array of teaching practices and strategies has been shown to improve students’ conceptual understanding, appeal to a diverse set of students, and preparation for engineering work. Adaptability theory provides a lens for understanding changes instructors make and can be useful for conceptualizing faculty development going forward. How an instructor’s adaptability plays out in the face of new demands lies in the complexity of the courses they teach. Course complexity refers to both the extent of the array of teaching practices/strategies used in a course and the challenge to implement those practices/strategies. The purpose of this paper is to begin to examine what information is embedded in syllabi that may be used to quantify complexity via a Course Complexity Typology. This work is a case study of a single instructor-course pairing and their course syllabi from multiple semesters.