The thesis provides an analysis of how the increased intake of students and larger percentage of students with weaker backgrounds impacts the quality of teaching at universities. The study is divided into two analyses: a quantitative analysis and a qualitative analysis. The first part is based on population data from 2000 to 2013 regarding the students’ background at entry: exam results from upper secondary school, parents’ income and education. This part of the thesis concludes that the gap between the universities, based on these parameters, has become even wider due to the increased intake of students. Aalborg University, University of Southern Denmark and Roskilde University have got a higher intake of students from weaker backgrounds whereas University of Copenhagen, Copenhagen Business School and Aarhus University have got a higher intake of students with stronger backgrounds. To answer how the increased intake of students and larger percentage of students with weaker backgrounds impact the quality of teaching at universities, the analysis has led to the selection of six cases within two different universities. The selection is based on the design most similar system design and therefore equivalent studies at both universities are chosen. The selection is furthermore based on maximum variation regarding the degree of increased intake and the students’ background based on the quantitative variables. This had led to the selection of Aalborg University and University of Copenhagen with three different studies from each of the three classic faculties at the two universities. Acknowledging the difficulties of defining ‘quality’, the analysis is theoretically underpinned by the empirically developed quality categories outlined by Harvey and Green (1993). Based on interviews with twelve teachers and six directors of studies, the thesis concludes that the increased intake of students have impacted quality negatively when it comes to the physical facilities, such as too few rooms, too many students in study groups and wrong prioritising of lectures over seminars. The larger percentage of students with weaker backgrounds has led to a decrease in quality at the cases from Aalborg University as the teachers seem to have adjusted the level of teaching to these students. None of these aspects appear in the selected control cases at University of Copenhagen where there has been no increase in intake and no increase in students’ with weaker backgrounds. On the contrary, the students at University of Copenhagen have become more skilled and motivated for studying, which is also evident in the teachers’ expectations which are significantly higher than is the case at Aalborg University. However, the conclusion also depends on how one defines quality. With its theoretical framework regarding quality, the thesis provides insight into these different issues and perspectives relating to quality in university teaching. Finally, it recommends a review of the distribution of resources within the different universities in Denmark if they are expected to deliver the same quality despite very different challenges, due to the different type of students accepted at different universities.