The purpose of this Q study was to create a standard of practice for training and evaluation of online teachers in higher education. Chickering and Gamson's 1989 study on seven principles for effective teaching was used as a categorical baseline for this research. Research questions included "To what extent do emerging Q factors align with Chickering and Gamson's seven principles for effective teaching?" and "Do the emergent factors provide evidence for new principles exclusive to online teaching?" Years of competency research was examined and competencies were recorded and grouped by likeness into 12 categories. Data were collected from a diverse group of students and faculty members who were asked to sort 48 competency statements using a forced-distribution grid. Participants were interviewed immediately afterward. Q methodology was chosen to quantify the subjective responses. Data were analyzed using principal component analysis. Findings showed that although Chickering and Gamson's seven principles are relevant as a standard for categorizing competencies for effective online teaching, five additional categories are needed to train and evaluate online teachers. This research has important implications for stakeholders. The outcome provided for the development of a two-tiered student evaluation form separating the design of an online course from the teaching elements. Further, it allowed for the preliminary outline of a proposal for several units of training and development for new and existing online teachers as well as a voluntary mentor program. New research opportunities surfaced including studies of the relationship between categories, teaching philosophies, learning theories, and online learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]