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This paper will report on research into whether implementing quality systems is having an impact on the teaching/learning process in TAFE Institutes. The research used a case study approach as well as a review of literature and current findings from workshops conducted by educators who use quality tools and principles in the classroom. Preliminary findings indicate that there was a mixed response from teachers regarding the value and impact on the classroom of implementing quality. This is due to various interpretations of the term ‘quality’ as well as the fact that the VET sector has experienced a number of fundamental changes and new initiatives, which have all had some impact on teaching and learning. The conclusions reached in this paper are that if quality is to have an impact on the teaching/learning process, we need to: mould the definition and principles of quality so that they are closer in meaning to the main activity of the sector - learning; learn from the quality framework for VET and apply it in the classroom - the class is the organisation, the leader is the teacher, the people in the organisation are the students and the teacher/s and the customers are those who benefit from the student’s work; bear in mind that improving learning is the bottom line for training organisations and whatever we do with quality should lead to improved learning. Tooley and Darby (1998) examine educational research to assess whether it: makes a serious contribution to fundamental theory or knowledge; is relevant to practice; is cumulative - whether it is coordinated with any preceding or follow-up research. Given the theme of this second AVETRA conference is quality of VET research, I would like to suggest that the three criteria Tooley and Darby use be the starting point for assessing the research that is described in this paper.