<p>School inspections are aimed to assess schools’ educational quality and foster school improvement. Although widely implemented, evidence on inspections’ effects and consequences shows mixed results. Moreover, inspections are usually perceived by stakeholders as stressful evaluation processes. In this study, we challenge the assumption that school members necessarily resist inspections through the case study of the Chilean school inspection system. We employed qualitative methods to study schools’ experiences during and after inspections. One hundred fifteen interviews and six observations were analysed to understand school communities’ experiences. Schools perceive inspections as helpful to reflect on their educational practices, and inspectors’ feedback is generally accepted. However, during the period studied, evaluation did not systematically transform into new theories of change or substantial improvement actions.</p>