The metric for assessing the quality of a university within a traditional Western setting is well established. Evaluation of higher education institutions within developing countries, however, is not as clear-cut. In this paper the efficacy of quality assessment measures are examined through the case study of a university in the Somali Republic, one of the world's least developed countries. The appropriateness of the measures of research, teaching, and service are examined within the context of a struggling nation. Issues that impede the mission and goals of the university are discussed. A model for the evaluation of higher education institutions is presented. The model gives consideration to external factors such as accreditation, funding requirements, and governmental agency oversight. The model proposes that quality assessment of universities should factor in the country's educational and overall environments. The goal is to make evaluation fair and relevant to the prevailing circumstances of the university and the developing country.