Web-based courses in nursing education have increased rapidly in recent years but little research has been published regarding the quality of online graduate nursing courses. The purpose of this study was to determine how students responded to the Best Practices Benchmarks within their online graduate nursing courses and to determine if there were significant differences between the responses from the three universities surveyed. Therefore, this study sought answers to these questions: (a) What are the Best Practices Benchmarks reported by the student responses on the Evaluating Educational Uses of the Web in Nursing (EEUWIN) for each individual Web-based course within the 3 private, religious-affiliated, online graduate School of Nursing programs? (b) How do Web-based, online graduate School of Nursing programs compare among the 3 private, religious-affiliated schools using the Benchmarks for Best Practices established by the Evaluating Educational Uses of the Web in Nursing (EEUWIN)? The sample for this study consisted of 367 students enrolled in RN-MSN, MSN, and DNP online nursing courses during the fall semester of 2009 at 3 religious-affiliated universities. Descriptive statistics were used to report the means for each course based on the students’ responses, therefore determining if students were satisfied with the course. Each subscale correlated with the Framework for Assessing Outcomes in Web-based Nursing Courses (Billings, 2000) so strengths, gaps, and weaknesses were easily identified. A Kruskal-Wallis test utilizing the Dunn Procedure that included the use of the Mann-Whitney post-hoc test was used to compare the findings from the three universities. The summative findings determined there were significant differences between the satisfaction levels of University A, University B, and University C; however, students at all 3 schools were satisfied with their graduate online school of nursing courses that were taught during the fall semester of 2009. Findings also indicated that faculty from the 3 universities followed the Best Practices in the development of the online courses.