Quality products (translations), quality processes (from the initial contact with the client to the delivery of the final product), and quality manpower (the knowledge and skills of the professionals involved) are more and more in demand on a market characterized by high volume, quick turn-around, and increasing use of technology. Institutes of Translation and Interpreting Studies are rushing to adapt their curricula to the needs of the market and produce quality graduates. They self-evaluate, submit to external review committees, and demand the highest quality of teaching. But how does one develop a sense of quality in students? How does one prepare students to produce quality translations, to deliver quality interpreting services, and, equally important, to be able to define quality, recognize quality or the lack thereof, and critically examine their own and others' work for quality standards? This paper suggests several avenues (language/competence oriented, product/process oriented, theory/methodology oriented) towards these goals. Examples for each category will be provided. It is thus hoped that this paper will contribute to clarifying some of the issues involved in teaching quality or rather facilitating the development of a sense of quality among students.