The quality of metadata has a direct effect on the ability to find, identify, select, obtain, and explore information; therefore, training to create high-quality metadata is an important, yet challenging, task for LIS educators. To provide such training effectively, instructors need to develop a vision for where best to focus their efforts, informed by understanding of the common metadata quality problems in student-created records and the way in which observed patterns correlate with the content and methods of instruction. Our exploratory case study addresses this need through empirical data. The article provides an overview of the metadata-creation skill building in instructional design of an online graduate metadata course at a US university and includes results of a comparative content analysis of student-created Dublin Core metadata records in three semesters based on the criteria of accuracy, completeness, and consistency. Findings reveal that accuracy and completeness issues are prevalent and that metadata quality problems revolve mainly around representation of relations and subjects and the application of controlled vocabularies. Results also indicate student confusion regarding the purpose of several metadata elements. The article discusses the findings in relation to content and methods of instruction, considers how the observed quality issues in student-created metadata might be addressed in improving skill building through curriculum development, and proposes directions for further research.