The practice of school inspections is well-established across many European countries. While it is part of broader international traditions and trends, the Flemish Education Inspectorate takes a unique approach. The Education Inspectorate engages in dialogue with schools and operates in a participatory manner. This case study explores the effects of such inspections in 10 primary schools. It aims to understand the perceptions of school leaders and teachers regarding the impact of being inspected, and it expands the knowledge base on how the perceived fairness of the inspection process, the credibility of the inspectors, and the quality of feedback contribute to variations in the perceived impact of the inspections. For each selected case, two in-depth interviews were conducted: one with the school leader and one with either an individual teacher or a pair of teachers. In most of the schools examined, there is a predominantly positive view of the inspection process. However, the actual impact of the inspection in most schools exists but is quite limited. The study identifies and discusses implications for strengthening school inspections as a means to enhance educational quality.