This paper examines the role of school inspection in the early (1861-1910) professionalisation of Swedish elementary school teachers. International research on school inspection has focused on educational reform, but rarely on the role of inspection in teachers' theoretical and practical development. The paper's theoretical assumption is that school inspection was initiated by the Swedish state as part of its effort to professionalise teaching in the 1860s. Using inspectors' reports, the paper examines two specific areas: (1) the quality of teaching observed in the classroom and inspectors' recommendations for improvement, and (2) the development of teachers' seminars and continuous pedagogic development. The results demonstrate that, although faced with various challenges, inspectors contributed to teacher development, indicating the benefit of state intervention in elementary school education.