The purpose of this research study was to explore the conceptions of quality learning held by two groups of physics educators in Victoria: senior secondary school physics teachers and first year university physics lecturers. Given the complexity of 'quality learning', in- depth interviews were used so as to reveal as much as possible of the participants' conceptions. An interview protocol was developed which used a series of physics questions as probes to explore the aspects of physics learning that the interviewees would want to foster. The interview protocol also had built into it an opportunity for the interviewees to bring into the discussion any aspects of physics learning that they would want to foster but that the physics questions used had not elicited. Each aspect of learning mentioned by the interviewees is discussed separately so that a picture of the interviewees' attitudes to each of these aspects of learning across the groups is built up. From the aspects of learning that the interviewees wanted to foster, or not foster, and details of their reasoning for doing so, inferences are drawn about the interviewees' conceptions of quality learning. Two qualitatively different conceptions of quality learning emerge, one conception was held by all of the secondary group and one member of the tertiary group, the other conception was held by the remainder of the tertiary group. Both of these conceptions are described: in summary, the first conception is centred on the students as active independent learners of physics; the second conception is centred far more on physics as a content area or discipline to be learned.