The quality of online courses offered has been a topic of discussion in the recent years, and efforts have been taken to establish standards for developing online courses. In this study, the authors review 12 online learning standard documents and examine the standards included in each of these documents. The largest number of standards were in the area of instructional analysis, design, and development (164 standards), and the smallest number of standards were on faculty support and satisfaction (27 standards). Similarities and differences in these standard documents are discussed along with implications for administrators, faculty and instructional designers.