Educators and community members in the Cayman Islands are subjected to school inspections that are based on the United Kingdom model for inspecting schools. This model has not been tested to determine its appropriateness for use in a Caribbean education setting. The purpose of this study was to explore the perceptions of educators and community members on the efficacy of the Cayman Islands school inspections in relation to perceptions of inspection procedures, demographic relevance, and student progress and achievement. The conceptual framework was based on Ehren's school inspection theory and Quintelier's model to analyze the perceptions and experiences of educators during school inspections. Data from interviews with three educators and three noneducators were collected, analyzed, and coded to identify themes and patterns. The study revealed that educators in the Cayman Islands perceived school inspections to be stressful and inconsistent. Educators reported that inspectors lacked the necessary demographic knowledge that would allow them to contextualize their inspection findings. Noneducators thought that the inspections were useful in providing information when choosing schools. Stakeholders did not perceive a connection between the Cayman Islands school inspections and improved student progress and achievement. Findings may help to inform decisions on improving school inspection practices in the Cayman Islands. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]