Education is the fundamental right of every child which help them to become an integral part of the society, that develop civic consciousness and humanitarian feelings in the minds of children which in turn leads to the formation of a developed society. The human capital theory states that expenses incurred on education are not mere expenditure but are economic investments. Theodore W. Schultz (1961) and Gary S. Becker (1964) immensely contributed to the need for investment in human capital to be incorporated in the developmental agenda of countries. Such a long run visionary human capital development was Sarva Shiksha Abhiyan (SSA) launched in 2001 in India that upheld the universalisation of elementary education, whereby the education became a basic right for all children in the country. The scheme was an umbrella programme launched in the country that focused on quality education, better infrastructure as well as inclusive education. There are both demand side perspectives from the student point of view as well as supply side concerns from the teachers’ perception. Ascertaining the fundamental goal of transmission of quality knowledge to the student community, the student feedback about the implementation of the scheme and the quality of teaching learning process that they experience should be taken into consideration. Such feedbacks are the effective mechanisms for the governments to restructure and recreate the educational programmes in accordance with the demands of the students. The present study encompasses the assessment of students about the teaching quality they experience in the schools with respect to several quality attributes.  Based on the primary data collected as part of evaluating the SSA in Kerala, the paper aims to address the various quality concerns of students about education and the various factors that govern the smooth transmission of educational process from teaching community to students.