This paper reports the evaluation carried out on the Music Teacher Education programme at the University of Granada. The first section deals with the European, national and university framework in which that evaluation was done. The four-stage methodology for collecting data, raising interpretations, external evaluation, and final report preparation corresponds to the main consequence of that framework. In the second part I discuss the main data collected, interpretations suggested, and recommendations raised to different university establishments and communities in order to improve the quality of this syllabus. The three purviews evaluated were teaching, research, and facilities and services provided. In the final section I present my reflections about quality and participation in evaluation that this experience suggests to me. Efficiency rather than quality is the aim pursued. Despite the low participation that students, faculties and staff members have had in this evaluation, I conclude that evaluation promoted actors' involvement. (Contains 14 endnotes and 2 tables.)