As online education continues to grow, so do the number of online courses being taught by those who did not develop the courses. However, the most popular rubrics for evaluating the quality of online courses tend to focus upon the course's design, not upon the actions of the instructor teaching the course. In this study, 140 distance education faculty and administrators identified student surveys as the most common method for assessing online faculty, followed by institutional methods based largely upon Quality Matters and other instructional design rubrics. To provide additional objective and observable assessment data, the administrators and faculty, along with 114 students enrolled in online course (total N = 254) rated 9 in-course actions by faculty to determine indicators of online instructor quality.