Effective development and implementation of instructional quality assurance systems have never been more vital for academic institutions than it is today. In a 2005 Journal of Hospitality & Tourism Education article, Andrew Hale Feinstein, Department Chair of Food and Beverage Management at UNLV College of Hotel Administration discusses the recent focus on instructional systems and explorationsinto this area of study in the field of education. He argues that hospitality administrators and educators in particular are being challenged with successfully employing structurally sound instructional systems that ensure for effective quality assessment processes (Feinstein and Parks, 2002;Feinstein, Raab and Stefanelli, 2005;Stutts, 1995).In light of the importance placed on teaching excellence accountability today and the challenges associated with effectively implementing instructional systems, there is a need for practical frameworks from which to launch teaching improvement systems. Therefore, this paper offers a conceptualized-process model for hospitality administrators and educators in pursuit of effective teaching excellence quality assurance systems.In achieving the aforementioned goal, a background on established methodologies for measuring teaching effectiveness is initially provided. Then, a Teaching Excellence QA Process Model outlining a four-stage development phase, as well as implementation phase is presented. In response to Feinstein's (2005) request for a set of generalizable instructional quality assurance rubrics, a working example of a set of instructional criteria and measures developed by a group of academic administrators/educators and industry professionals are provided. In closing, the paper provides discussions on several implications of effective teaching excellence quality assurance systems.