Youth is the prime resource of the country. The development of the country rests squarely on the shoulders of her youth. Youth is shaped in the classrooms of her schools and colleges. The quality of youth is directly dependent on the quality of education. Quality education implies comprehensively developing individuals to their full potential, unfolding the perfection already inherent in every person. Challenges of management of quality in education are realizing optimally that perfection already resident in individuals not only among students, but also among teachers, non-teaching staff and principal. Importance has to be on the quality of life in the institutions where a student is shaped and teachers and others spend their prime of life. Continuous quest for quality both in education and in life has thus become a vital goal to work for right in the beginning of the new century and millennium. Quality is essentially a product of intensive investment of capital, talent and hard work. Quality cannot be superficially achieved. Quality is not a chance but a choice. Quality is not an accident but a design. Quality is not a destination but a continuous journey. In education, perception of quality is often around students – their quality. Quality is not just about obtaining a degree, but of being a proper human being. Most of our graduates and post graduates are missing qualities like cooperation, sharing of responsibilities, care for others, sympathy for the weaker ones, etc. Even if we restrict attributes of quality in education only to the students, quality can be described in terms of cognitive, emotive, physical skills and abilities and value system. If one takes a close look to the present system of education in our state, especially in school sector, one finds that with the globalization on one hand and growing national ambition on the other, this sector of education is going through a phase of fast metamorphosis. Choices, on the face of stiff international competitiveness, are limited; expansion of secondary education must be comprehensively reinforced with quality. The crusade will soon be for quality education for all. Each institution has personality of its own, and it must develop according to its own road map. Quality is not merely a dynamic idea but a positive concept. Quality is a class, and that sets apart one product from another, one process from another, the process from another and one organization from another. Probably the reputation of an institution is the function of this absoluteness in quality. Quality can also be defined in relative terms. In fact it is a relative concept since there are and there can be several shades of quality. The relative quality becomes evident when products, services and processes of several organizations are compared at a given time. The relativity of quality can also be described for the product and services of the same organization over time. There is rather common belief among the educational administrators that quality is expensive and can be achieved only when there is a large resource flow. This is a myth. Quality is free. Unless the human resources are optimized quantitatively, where all teachers take all classes scheduled for them, and qualitatively where all the teachers update them and go prepared to the class, any amount of investment will be an exercise in futility. The teacher who regularly prepares and teaches according to plan gives better returns than the ones who take teaching casually. The third element is the optimal use of physical resources – the library, laboratory, audio-visual aids, sports and games facilities etc. Indeed the strategic plan for quality must accommodate and make full use of resources.