Using an explanatory mixed methods design, this study uses the National Standards of Quality for Online Courses to measure the extent to which teachers in a blended middle school and a fully online supplemental high school are designing quality online learning environments for students. As a part of fully online graduate coursework, graduate student reviewers were trained to conduct course reviews of blended or fully online courses created by teachers in one of two Georgia secondary local education agencies. In teams, the graduate student reviewers reported the synthesis of their findings and recommendations to the teacher designers and their respective administrators. (Contains 6 tables.)