Enormous demands for online degrees in higher education have increased the pressure on universities to launch web courses and degrees quickly and, at times, without properly attending to the quality of these ventures. There is scarce research that defines which quality indicators are used to assess cyberlearning environments, how different stakeholders view the relative importance of these quality indicators in online graduate degree programs from fields like science and engineering that have a historical preference for formal program accreditation, and what practices are used in evaluating completely online graduate degree programs in higher education. This mixed methods study examined current practices in three established online degree programs in agriculture and engineering at the University of Illinois, identifying quality indicators and evaluation practices used with cyberlearning environments in these fields and comparing myriad stakeholder views regarding the value of these practices.