There is increasing activity in the area of quality issues in education in Europe. Diverse discourses of policy for quality are encountered in daily practice. This article explores systematic quality development work in a Swedish educational setting: the leisure-time centre. By following 2 teachers' enactments of policy in planning, organising, documenting, and evaluating the quality of a leisure-time centre and children's achievement of objectives, different logics were found. Tensions in practice that visualise pluralistic intentions in policy and educational approaches were also revealed. Planning and organising as parts of systematic quality development work reveal an emerging individualistic perspective. However, when teachers carry out documentation and evaluation, they reconstruct a social pedagogical approach grounded in the tradition of the leisure-time centre with a group-oriented focus.