The National Qualifications Framework (NQF) in Mauritius was created to play two distinct roles. First, it was intended to organise qualifications across the three main sectors of the education and training system: (1) primary and secondary education; (2) technical and vocational education and training (TVET)/workplace; and (3) tertiary education. Second, it was intended to be a mechanism for designing new outcomes-based qualifications and reforming educational provision in the TVET/workplace sector. This case study found that the NQF has enjoyed some success as an "organizing framework"--that is, relationships between qualifications do appear to be more explicit and better understood. However, it appears to have enjoyed very limited success as mechanism for designing new qualifications and reforming delivery--whilst new outcomes-based qualifications have been generated, none have yet been used. This article explores the successes and failures. It suggests that some of the objectives of the NQF were unrealistic, and that it has become embedded in, but has not solved, institutional problems. (Contains 3 notes.)