In the last two decades or so, much research has been carried out in the field of quality teaching and learning in higher education (HE). However, less is known about the state of quality and its contextual factors and outcomes, especially in the Ethiopian university context. This study examined the nature of quality teaching and learning and its associated factors and consequences in Ethiopian public university setting. It did so through a qualitative case study design which required approaching senior managers, education quality experts, students, and academic staff. In this article, the analysis follows a thematic analysis perspective so that the reported data provide contextual definitions and interpretations of quality teaching and learning in the HE setting. This study finding revealed a gap between policy and practice and deficits in quality, particularly in accountability, commitment, and educational processes. One of the remarkable results was a systemic failure to engage students in rigorous and relevant learning experiences. In addition, students' low level of academic engagement during their university years became apparent with diverging views amongst stakeholders regarding the ingredients leading to these shortages. This article proposes an increased emphasize to be vested in improving the conditions and further argues on shifting towards a perspective that value teacher implementation practices and students' learning experiences. It is thought that an increased emphasis on improvement provides the opportunity for HE institutions to interpret those factors surrounding their academic practices to concentrate on current realities within the prevailing context.