In the last two decade, the Education Bureau has implemented a two-pronged approach to assuring the quality of education in Hong Kong: an external mechanism via inspection and an internal framework via self-evaluation. However, both of which are mainly top-down and not as effective as expected. This paper reports on an investigation into the effectiveness of implementing self-evaluation in Hong Kong schools and the factors that may have hindered and/or facilitated such a movement. In the conclusion, suggestions are made for policy makers and school practitioners' considerations when they strive to maintain sustainable development in schools. [For the complete Volume 19 proceedings, see ED613922.]