In !his issue of Studies in Design Education Craft & Technology, the last before our commemorative 20th birthday issue, we focus on two themes of central importance in current developments in craft design and technology. The first is a familiar one, the development of designing and making activities in the primary school. The second is less familiar, but arguably of even greater importance. It is the achievement of quality in our work. The case for CDT activities in the primary school is now almost universally accepted. From the work in infant school through to the middle school the achievements of young people have provided compelling evidence to eliminate the doubts and uncertainties that many primary school teachers held when the arguments for introducing designing and making programmes were first put forward. In this issue we print two articles that show how far developments have proceeded.