From 2009 to 2010, online college enrollment grew by one million students (Allen & Seaman, 2010.) To address this growth, the number of online courses and programs has increased as well (Windes & Lesht, 2014). Online programs and courses that are well developed can provide a rewarding educational experience for students. However, the withdrawal and failure rates for online courses suggest that online courses often fail to provide a comparable experience to other methods of instruction. While faculty members and colleges promote online programs and courses, there is great concern regarding the quality of teaching and student performance (Allen & Seaman, 2003). Without the interaction, engagement, and instructional support that are offered in traditional methods of teaching, online courses may lack the necessary components needed for success. This study, conducted at an accredited two-year institution in South Carolina, implemented an Online Course Review process to ensure that online courses are quality and comparable to the other methods of instruction. The components of the process include preparing faculty to design, develop, and teach online courses, outlining the standards and best practices required for online courses, and require periodic review of all online courses. The success of this process is encumbered on the participation and compliance of online faculty instructors. [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.]