Learning Analytics (LA) is an established field of research and practice. Yet, there is still scarce evidence of LA on improved learning and teaching. In this regard, researchers highlight a need to involve not only students but also teachers in the development of LA systems to ensure that LA is implemented effectively. Earlier research has pointed out several ethical issues that are important to consider when designing and using LA services. Ethics are interrelated with stakeholders’ values since the values represent things that are seen as important to individuals. These values are rarely considered when designing LA systems; it is problematic since it may influence the design and the implementation of effective LA solutions in a negative way. The aim of this study is therefore to explore which values teachers consider important in relation to LA systems to be used in higher education. The selected and adapted set of envisioning cards was used during an online workshop with 11 teachers. The results indicate that there are several critical values that are important for teachers in relation to LA systems, including variation, personalization, flexibility, insight, transparency, efficiency, and trust. By taking these values into consideration when designing LA systems, teachers’ needs can be better met in the setting of higher education.