This phenomenological study explored how faculty who create online courses perceive quality assurance standards and available resources in line with the Quality Matters rubric at a mid-sized university in Southeast Texas. The participants in this study consisted of 12 university faculty members who have created online courses and passed the university-required Quality Matters (QM) review process. Participants represented a variety of positions and disciplines within the university with varied levels of both face-to-face teaching and online teaching experience. The research questions guided the interview protocol with semi-structured interviews with participants through video interviews. These interviews revealed major themes common among participants about the quality assurance standards as applied to online course creation and the resources available to faculty to aid in course creation. Themes revealed faculty appreciate the alignment principle the QM rubric fosters, as alignment in the online course helps faculty members produce course activities and assessments that guide students to actually attain the learning objectives set forth in the course. Participants also revealed through the interviews the university resources they feel are most helpful in developing online courses. For higher education stakeholders making decisions about the online learning environment, these findings could facilitate creating professional development resources to aid in online course creation, with pedagogical best practices in mind. [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.]