Education is a key to civilization and development.Countries do a lot of investment on education and focus on quality education.Education is divided into many different kinds and technical and vocational education and training（TVET）is one them.The nature of TVET is to train people and prepare them work.As industry is developing so fast in developed and developing countries,the need for professional work force is increasing.The competition is becoming more and more serious among industrial companies and businesses,so they need to improve the quality of their product or invent new products to keep and extend their business and win the competition.Another problem is to decrease the number of dependent people and change them to skilled workers.Therefore,TVET was introduced.The content of this study is about TVET quality and the impacts it puts on skill development in Kabul City.Kabul is the most populated city in Afghanistan with over fife million inhabitants.Most of them are illiterate and do not have any particular skill.The economy is so fragile and the work opportunity is very scarce.The need for work and livelihood is so serious.In such conditions,TVET can be one of the finest solutions.There have been lot investments in building TVET schools and improving the quality.The Deputy Ministry of TVET has been created inside the Ministry of Education to highlight the important of TVET in education and economy.Many short and long term strategies and plans were made to expand access,improve quality and to participate in economy in the last twenty years.This study intends to measure the quality in technical and vocational schools and their impacts on skill development in Kabul City.Also,it will figure out the outcomes of the conducted policies and will recommend some practical solution by considering the present condition.This is a qualitative research conducted based on the data collected from two TVET institutes in Kabul city.Interviewees are comprised of six trainers and twelve trainees.The findings of this research are that the quality in TVET schools is not as good as expected.The reason is that the elements for quality improvement is rare or do not exist.One of the most important elements is transparency in TVET organizations.TVET officials are not responsible to the needs and are reluctant to give any clearance about their activities.The observation system is weak and plans are not conducted as planned.Specialism is not really appreciated and employment is based on relationships which is a big problem to quality.Market studies,curriculum development and teachers’ professional training and capacity building programs are not valued which leads schools toward traditional approach.Finance is another big challenge.Schools complain for the lack of facilities and access to technology while TVET is getting more technology oriented.Existing facilities are very old and do not match with market facility,yet even these facilities are rare and most of the time practical works are absent in TVET classes.Communication and relationship with other institutions is not even an option because of the expense.Access and gender equality is another issue.Girls are usually reluctant to enroll for TVET because the insights about TVET in Kabul are that it is not for girls.Girls do not choose TVET because the future is not guaranteed;restricted families do not permit their females to work in technical work environments.Therefore,girls do not risk choosing TVET.The impact of TVET on skill development is good.Most of the graduates are going to the labor market and begin to work and are willing to train some students in formal and informal ways.However,willingness is not enough because they need to enhance their innovative and critical thinking skills so that to replace traditional manners with academic approaches.