Abstract: As K-12 blended and online learning grow, concerns about quality prevail. Ongoing is the discussion of what constitutes quality and the proliferation of national standards that represent the view of a variety of stakeholders with the exception of K-12 teachers who are challenged to design for and teach in these environments. With a perspective that “one must be able to define quality in order to assess it” (Schwirzke et al., 2018, p. 103), the researchers qualitatively analyzed 42 K-12 teachers’ perceptions about quality. Findings indicated that teachers’ perceptions aligned with some national standards and competencies related to K-12 blended and online courses and teaching, but also revealed unique characterizations. Future research and recommendations for teacher education are presented.