Implementing Quality Assurance (QA) in academic settings enhances educational standards, which is crucial for program and institutional accreditation. Accreditation agencies, such as the Oman Academic Accreditation Authority (OAAA), have established evaluation criteria covering the entire spectrum of higher education institutions (HEIs) activities, including Open Educational Resources (OER). Over two decades, the evolution of open educational resources (OER) has significantly impacted teaching and learning globally. However, the use of OER, especially in online resources, often lacks QA standards, impacting student learning objectives (SLOs) and overall outcomes. This research investigated the perceptions of Al Buraimi University College (BUC) instructors toward aligning OER with the established QA criteria (Accuracy and Relevance, Production Quality, Accessibility, Interactivity, and Licensing). The study also explored the interrelationships of the five suggested QA criteria within BUC’s OER selection process, evaluating the current OER selection process at BUC and identifying areas of improvement and potential quality concerns, particularly in relation to the suggested QA criteria. The study followed a mixed methods research design that integrated quantitative and qualitative data analytic procedures. A questionnaire was used to collect the quantitative data, and documents utilized by BUC instructors were analyzed to determine their alignment with QA standards. The sample consisted of (n=55) instructors from different departments selected randomly from BUC. The study findings showed that although BUC teachers agreed on matching Open Educational Resources (OER) to the established Quality Assurance (QA) criteria, they showed a lack of awareness and understanding of OER quality standards when selecting OER. The analysis of OER through the adapted QA framework identified strengths and drawbacks in meeting predetermined standards. The study’s results suggested the necessity of a comprehensive approach to OER implementation at BUC. The development of QA frameworks, faculty training, resource design and selection, and continuing support should all be prioritized in this strategy. Moreover, the study presented further implications, recommendations, and suggestions for future research.