The quality of teaching, more than ever, is seen as the all-important results area for colleges and universities. Few board members would dispute the importance of teaching or their responsibility for exercising oversight over its quality and continuous improvement. Yet there is little consensus about how to accomplish such oversight. Few board members have the expertise needed to gauge teaching quality, let alone improve it, and most are rightly fearful of anything that looks like board micromanagement. Most boards depend on such statistics as retention rates and graduates' success in the job market, buttressed by assurances from administrators and testimony by and about the institution's best teachers. Unfortunately, these traditional methods simply aren't sufficient to discharge the board's responsibility for monitoring educational quality. In this article, the authors offer an approach that is both effective and appropriate given board members' expertise, time constraints, and duty to confine their work to the strategic level. A description of how Tennessee and Missouri audit the academic quality of their educational programs is presented.