This literature-based study seeks to identify best practices for adjunct faculty participation in the centralized design of online courses. Literature from 2014-June 2018 relating to faculty participation in course and curriculum design was identified through a search of the ERIC database. Following further examination, nine studies were selected for analysis. These were analyzed within the framework of participative decision-making, by identifying whether participation was format or informal, direct or indirect, long-term or short-term, and high or low access/influence. Findings indicate that faculty participation in course design takes place in a variety of ways and is frequently accompanied by faculty learning and development initiatives. For adjunct faculty, it is particularly important to create a variety of opportunities that meet their willingness and ability to participate. Though online courses, centralized design, and adjunct faculty are each discussed in some of the selected studies, no studies were identified that specifically addressed adjunct faculty participation in the centralized design of online courses. As this context is likely to be important in the future of higher education, further study of effective approaches is recommended.