Quality of education is a complex concept. Numerous studies attribute quality of education as an inclusive term that contains access and input on the one hand and process, output or outcome on the other. Others regard access and input of education as separate but equally important concepts of quality of education. For the latter, quality of education includes process and outcome of education but excludes access and inputs of education. They, however, understand these quantitative aspects as important components of education achievement. Through the use of qualitative data this study contributes to, and provides new insights into the ongoing debate on the quality of education definition and concept. The study was conducted in Tanzania between November 2011 and March 2012. The total of 27 education stakeholders (13 female and 14 male) in five districts across Tanzania participated in the interviews. The study found out that definition of quality of education is broad and inclusive. The new definition that entails several aspects of quality of education was recognized. These aspects are access, inputs, process and output or outcome of education. Each group of stakeholders put their emphases on different aspects of quality that they feel are more important to them than others. Despite their differences in opinions, all of them agree that all aspects of quality are important for education achievement in the Tanzanian education system.