This paper explores the various meanings embedded in the notion of quality when it is used in reference to the teaching and managing of post-compulsory education and training. Based on a study, which explored the views of practitioners working in further and adult education colleges graded as good or outstanding during their most recent office for Standards in Education inspection, the text traces the contours along which they experience the tension between quality as something to which they aspire in contrast to quality as something demanded from them by policy. This axis, between quality as aspired to and quality as demanded, was influenced by another tension between quality as an abstraction and quality as day-to-day experience: these tensions create both opportunity and uncomfortable compromise. Through a series of semi-structured interviews with practitioners, I journey through this contentious and contrasting terrain. (Contains 2 tables.)