This qualitative case study examines the use of end of course surveys in higher education and the value of student perceptive data to improve the delivery of online curriculum. The study presents four research questions that examine (1) whether a longitudinal analysis of end of course survey data can improve the delivery of curriculum; (2) how student reflected characteristics and attributes of instructors inhibit or contribute to student learning; (3) how student perceptions provide insight into the teaching styles of instructors; (4) the efficacy of qualitative analysis using end of course survey data. Ten end of course surveys are used in this study capturing the comments of 114 doctoral students. The survey data are coded revealing themes that address perceptions about online instructor characteristics and attributes, perceptions about instructor competence, and perceptions about how the instructor delivers curriculum. An analysis of longitudinal data demonstrates that a qualitative research design can be effective in capturing best practices for the self-studied instructor, as well as consideration for expanded studies at the institutional level to evaluate the efficacy of program administration, curriculum development, and delivery.