This study aimed to explore the internal quality assurance and accreditation (QAA) policy at University X in Afghanistan. A single case study and document review methods were chosen to examine the policy implementation process and its perceived effectiveness at a single university. This case study also explored faculty members' perceptions toward QAA, the policy's impact on teaching and learning, and the opportunities and challenges it might offer. The findings of the study produced unexpected and expected results. The expected findings were tailored around social relationships, labor division, the hierarchy of labor, incompatibility of the policy, and their impact on the implementation process. The common findings tapped more directly into the research questions: the policy's perceived effectiveness on teaching and learning, the faculty members' capacity to implement it, and the future of the policy. Many participants did not believe that the approach had enhanced teaching and learning methods. Some stated that QAA had demotivated students from learning and teachers from teaching. The only sub-group that showed a positive reaction was QAA advocates involved with the Ministry of Higher Education regarding QAA implementation. [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.]