The ever faster changes in economy have made quality control an important tool for production and services. There is no problem understanding the wish of industries to implement quality management in education as well. How should schools react then? Is it not so that there is a difference in the notion of quality between industrial and educational needs? The quality of educational processes cannot be measured in time units or expressed in space. Time and space are not unimportant to learning, though. Still, the quality of teaching and learning used to depend mainly on the teacher's competence, dedication and the curricula used. Implementing quality management in education may not just mean giving up a time-honoured attitude. It could also be revolutionary. Why? In a later part, a case study and some reflections on bad teachers are discussed.