This study investigated the process through which 100 online courses were developed in compliance with a purpose-made rubric designed to bring the courses to a level that would meet requirements of membership in a state authorization reciprocity agreement. The study identified and analyzed common design and pedagogical issues instructors encountered while working with a teaching and learning coordinator who provided training and feedback. Results indicated that writing measurable objectives posed more difficulties than any other aspect of course development. Other issues emanated from content organization, assessment communication, student participation, active learning incorporation, technology integration, and instructor presence. The study presents implications to faculty, instructional designers, and administrators.