In many of Germany's states the procedures for school inspections were amended following completion of a first evaluation cycle. This chapter examines the way changes carried out in the course of reform were configured with respect to content and process. It is based on the assumption that school inspections represent an institution whose transformation is also influenced by the specific actions of the professionals involved, and investigates the extent to which a link can be discerned between the concrete actions of school inspectors as professionals involved in the institution of school inspection, and the changes made to that institution. Using documentary analysis and qualitative interviews with stakeholders within the system, five central changes to the formal structure of the school inspection procedure between the first and second inspection cycles are identified, (including process orientation based on core tasks and dialogue orientation based on self-evaluation). Actions of school inspectors in the run-up to procedural changes which point toward such changes are also identified. Against the backdrop of these findings the reform of the inspection process is interpreted as a blend of adaptation to changes in the institutional environment and adaptation to institution-specific processes of school inspection. [For the complete volume, "School Inspectors: Policy Implementers, Policy Shapers in National Policy Contexts. Accountability and Educational Improvement," see ED613001.]