Formal programs covering the time young people are not in school (only 20 percent of the time) have burgeoned rapidly in the past few decades as a result of profound societal changes. Although the need of all children for out-of-school-time programs has not been met, millions of youngsters do participate in out-of-school-time programs sponsored by a variety of agencies. There remain challenges to ensure quality in existing programs and those developed in the future. Among attributes associated with quality out-of-school-time programs are safety, both physical and psychological; activities that are developmentally and educationally oriented, engaging, and challenging; the opportunity to form positive relationships with adults and peers; and "opportunities for autonomy and choice." This article offers a perspective on some of the factors associated with providing quality in out-of-school-time programs with a focus on direct practice. (Contains 19 notes.)