The Department of Education in Ireland employs a suite of inspection modalities to evaluate the quality of educational provision in secondary schools. Whole School Evaluations (WSE) in particular aim to monitor and assess facets of the whole school, in terms of the ‘economy, efficiency and effectiveness of the education system provided by the State by recognised schools and centres for education’ (Education Act 1998, Section 7 (2) (b)). This study set out to hear directly from present students, past pupils, teachers, ancillary staff, parents, and former inspectors as to whether the recommendations arising from three whole school inspection reports provided a blueprint for improvement and educational change in a post-primary school in rural Ireland. Two former inspectors give their perspectives on inspection in general. The researcher conducted a thematic review of relevant peer-reviewed literature on the changing functions, roles, and responsibilities of the Inspectorate from 1980 to 2018 as well as on the evolving frameworks of inspection that were developed during this seminal period for the Inspectorate. The researcher took a pragmatic approach to the research methodology, adopting a single case-study methodology within a mixed-method sequential quantitative > qualitative research design. Surveys were the quantitative research instruments employed; 578 students were surveyed, as well as 335 parents and 31 teachers. Semi-structured interviews which were carried out with 19 participants informed the qualitative approach. The findings are analysed within the context of the literature review. The researcher presents the findings from both the surveys and semi-structured interviews whilst acknowledging the implications and limitations of the study. The researcher identifies recommendations and considers recommendations for further research and policy development.