Results from the Association of Governing Boards of Universities and Colleges' (AGB's) educational quality study are based on a 27-question web survey conducted between Nov. 15, 2017, and Jan. 15, 2018. The survey asked a combination of multiple-choice and open-ended questions about three aspects of educational quality that are pertinent to board governance: (1) board understanding of educational quality; (2) the ways boards learn about educational quality; and (3) the impediments to monitoring educational quality. The results are presented here along these general themes. While some differences in response to questions about educational quality are to be expected by role of respondent, the variance in understanding the board's role was at times significantly different. Such instances are discussed in the context of the findings. Unless noted, there were no meaningful differences in response by institution sector. The results of the survey indicate that trustees and administrators clearly understand what educational quality means for their institutions and believe that boards should engage in strategic issues concerning educational quality. At the same time, boards discuss these issues infrequently and often without substance or pertinent information about student learning. The survey indicates that boards rarely take appropriate actions to ameliorate these deficiencies. In other words, boards recognize a fiduciary responsibility to monitor educational quality yet generally neglect to fulfill that responsibility. Board and administrative leaders should work together to meet this challenge to fulfill institutional missions and strengthen public confidence in higher education.