Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality, its importance for music teacher education, and traditional designs for this inquiry. Thereafter, he discusses the promotion of educational quality as an external, political initiative, as a meeting between a traditionally modern project and a condition of late modernity, as well as focusing on particularly illustrative areas. The author details challenges inherent in the development of and research into educational quality as a late modern project and presents recommendations and strategies. (Contains 2 notes.)