Network governance's increasing adoption in education has significantly challenged collaborative networks' external accountability. While educational inspection in network governance has been discussed, research focusing on microlevel educational inspection practices is rare. This study uses evidence from collaborative school turnaround to explore the complexity of local governments' educational inspection behaviors in network governance. Referencing Shanghai, China, this qualitative empirical study found three patterns of local governments' inspection (specialized, routine, and requested) of turnaround schools and third-party actors in different networks. Analyses suggest that network governance inspection in Chinese school turnaround is a differentiated intervention instrument with local governments adopting different inspection strategies for different inspection purposes (i.e., accountability, leadership, and facilitation), generating different extents of asymmetric power relations with turnaround schools and third-party actors -- hierarchical, dispersed, or democratic -- that are shaped by networks' different configurations.