Teachers at K-12 supplemental virtual programs may support Quality Matters™ peer reviews for organization-managed master courses. Although there are time, focus, and capacity concerns with this practice as teachers in supplemental programs may not have expertise in designing virtual courses or writing virtual content, the experience of serving as a Course Representative and applying the QM rubric provides the potential for an enduring professional development opportunity that may enrich teachers' commitments to virtual instruction and their understanding of the comprehensive virtual learning environment. This qualitative case study explored the experiences and perspectives of seven high school teachers at a state-led supplemental school who teach online and have served as Course Representatives for organization-managed master course QM peer reviews. Document analysis and semi-structured interviews served as sources of data, and data was coded using deductive codes from Ali and Wright's (2017) Online Faculty Professional Development model and inductive codes focused on participants' experiences and perspectives. The study revealed that organization-based, participant-based, and mutual factors led to teachers participating as Course Representatives. Thematic findings addressing their experiences and perspectives identified challenges and critiques, but also benefits for the program and individual teachers. Programs could boast an external seal of quality and educators could participate in an educative professional development experience (Davis & Krajcik, 2005) that provides an enriched understanding of the virtual learning environment and application in instruction and teacher leadership. The study extends on the Ali & Wright (2017) model, integrating Cowan et al.'s (2017) "community of practice" and educative curriculum experiences (Davis & Krajcik, 2005), as integral components of program-based course quality assurance initiatives that involve active teacher participation. Further research, including cross-site studies, quantitative research, or mixed methods inquiry that explore virtual educators supporting a culture of quality at their respective institutions, may extend the study's findings. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]