College and universities evaluate the teaching performance of faculty members in a variety of ways. Benefits to effective faculty evaluation include advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, & Maeroff, 1997). While there is ample research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members’ perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been called into question (Berk, 2013; Hathorn & Hathorn, 2010; Rothman, Romeo, Brennan, & Mitchell, 2011). This qualitative study examines one university’s online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic qualitative content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, focusing little on modality or task-oriented expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated.