In response to public concerns over the declining language (English) and (Chinese) standards of students and teachers, and the demands to raise the quality of language teaching, the Education Commission, in 1995, published its sixth report (ECR6) in which it proposed, among other things, a system in which all teachers in Hong Kong would need to acquire benchmark qualifications in order to enter or continue in the profession. The proposal received very mixed feelings from different sections of the community. This paper will look into the socio-political context in which the policy was proposed, alongside the factors which are linked to general policy analysis concepts like human capital theory, social reproduction theory and equality opportunity theory. The paper will end on a discussion on how this policy proposal can achieve what it set out for itself.