Distance learning theory and research holds that interaction is an essential characteristic of successful distance learning courses. However, the lack of definition as to what constitutes observable, measurable interactive qualities in distance learning courses has prevented transfer from theory and research to design practices and has hindered research on ways to improve interactive qualities of courses. In this article the authors describe how findings from theory and research were used to develop a rubric for assessing interactive qualities in distance courses. The rubric is presented, along with data from formative uses of the instrument in distance learning courses. Current and anticipated applications of the rubric include use by students as part of postcourse evaluations and by researchers and instructors as a tool to allow more meaningful examination of the role of interaction in enhancing achievement and student satisfaction in distance learning courses.