Actually, for them, quality education means “welfare of students and teachers at home”. Participants then defined “quality of education” in terms of “physical and mental happiness” [happiness, based on], “quality food, quality sleep, a social environment at the family level in general for teachers and students”. They further claimed that the children come from a difficult environment, where an ordinary family lives on less than $1 a day and therefore cannot afford "a simple breakfast for the children." Teachers strongly asserted that in such a situation, no one can expect a child to improve their learning performance, and especially “efforts in the classroom to change anything” (Telli, 2013, p 2). These teachers' opinions undoubtedly support my many arguments that poverty excludes children from quality education. Referring to Tell (2013), teachers continue to state simply that quality learning in private schools is the result of an improved teaching and learning environment, including innovative leadership. Apart from this, children in private schools come from more prosperous economic backgrounds than children attending public schools. According to Telli (2013), teachers argue that education will not improve if their salaries remain low or are frequently delayed. Expressing their feelings, according to Telli (2013), teachers insisted, “pay us what we deserve and pay us on time…you will” witness a revolution in education (p. 5). Any improvement that lawmakers implement without the engagement of teachers and students is doomed to failure. Tell's (2013) study attempts to validate that the quality of education lies in the hands of teachers. Thus, teachers are expected to confirm that the proposed educational policy will sooner or later lead to