Online learning at Pennsylvania community colleges increases access to education throughout the commonwealth and delivers programs of local interest to students globally. The academic technology leaders at these institutions find ways to promote and support quality online learning courses and programs, often with few or no additional staff, through the adoption of course design rubrics and checklists. This research study examined academic technology leaders' perception of online learning quality, the tools used to promote and measure quality, and the impact that the COVID-19 pandemic had on those perceptions. The data for this study were collected through semi-structured interviews with nine academic technology leaders at seven Pennsylvania community colleges. The findings of this study revealed that the academic technology leaders' perceptions of online learning quality supported the existing literature regarding course design rubrics. Additional themes identified concerns with the Quality Matters subscription model and barriers to adoption due to incompatible institutional cultures. The participants, also, acknowledged additional efforts are necessary to fully evaluate the effects the pandemic had on the quality of online learning. These findings suggest further research is necessary from the perceptions of academic technology leaders on quality online learning and the lasting impacts of the pandemic on online learning. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]