Numerous studies attribute quality of education as an inclusive term that contains access, inputs, process and output or outcome of education. 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. This study, which was conducted in Tanzania, found out that while activists based their concerns more on the outcome of education, the other groups of stakeholders – teachers, parents and policy makers – balanced their concerns more on access, inputs and process of education. Despite the differences in their priorities, all groups, however, understand that all aspects of education achievements, namely, access, inputs, process and outcome are important for education achievement. The study further informs that education reform is the policy agenda, which needs all stakeholders’ engagement. The measurements of access, inputs, process and outcome are effective only when they are addressed holistically within the contemporary policy framework.