This study examined the experiences of accreditation professionals, specifically SACSCOC staff members, visiting committee members, and accreditation liaisons, who participated in virtual site visits during the COVID-19 pandemic. Accountability pressures in higher education have placed scrutiny on the accreditation process, and little is known about the experiences of those involved in accreditation site visits. Additionally, accreditation site visits were rarely conducted virtually prior to the pandemic. The effectiveness of this modality was explored to offer insight into the accreditation process and higher education accountability. Using narrative inquiry, this study explored the experiences of those most closely involved in the accreditation site visit. Interviews were conducted and key themes emerged including (1) the duplexity of "review" in the peer review process; (2) the virtual site visit was missing connection and professional development; and (3) there is future opportunity to use the virtual modality in the accreditation process. Findings from this study suggest that the virtual site visit was effective in reviewing the institutions' compliance with the SACSCOC Principles of Accreditation; however, effectiveness was further defined to include peers and professional development, which were missing in the virtual format. Therefore, the virtual site visit's efficacy appears to be limited and could be enhanced through further exploration of the virtual modality and its best uses within the accreditation process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]