Multiple researchers have described walkthroughs as effective ways for instructional leaders (commonly principals, but also various other roles like assistant principals and teacher coaches) to play an active role in generating focused, qualitative data to inform schoolwide improvement efforts (Bole & Farizo, 2013; Starrett, 2015). In addition to the data, the process of participating in the walkthrough builds a sense of investment in the leader, which can grow into a determination to foster tailored teaching instruction and practice, helping the school thrive (Bole & Farizo, 2013; Brookhart & Moss, 2014; Bloom, 2007). Since walkthroughs are a highly visible sign of a school leader's commitment to improvement, it pays to enter into a walkthrough program with intentionality and staff understanding of the purpose of the walkthroughs. This paper reviews the characteristics of all good walkthroughs, describe several distinct types, and offer some advice on choosing the right type for your school's needs. It pays particular attention to the less formal end of the walkthrough and observation spectrum: those that aim to build staff capacity, collaboration, cohesion, and coaching, as opposed to those that are formal parts of the annual performance review process.