The purpose of the study was to identify educators\u27 expectations and requirements for the design of educational digital collections for classroom use. A series of five focus groups was conducted with practicing teachers, pre-service teachers, and science librarians, drawn from different educational contexts (i.e., K-5, 6--12, College). Participants\u27 expect that the added value of educational digital collections is the provision of: (1) \u27high quality\u27 teaching and learning resources, and (2) additional contextual information beyond that in the resource. Key factors that influence educators\u27 perceptions of quality were identified: scientific accuracy, bias, advertising, design and usability, and the potential for student distraction. The data showed that participants judged these criteria along a continuum of tolerance, combining consideration of several factors in their final judgements. Implications for collections accessioning policies, peer review, and digital library service design are discussed
