The process of school review currently used in Victoria (Australia) involves an internal school evaluation, a School Review Board visit and report, and a followup stage. Six months after the board had visited one high school, a retrospective view of the review process was gathered from 8 students, 9 parents, 24 teachers, and 5 administrators. As a validity check, respondents then commented on the multiple perspectives represented. The administrative intervention was intended as a school improvement strategy; however, metaevaluation of the realities experienced by those reviewed suggests that the process was a ritual to maintain illusions of power at all levels. The review failed to facilitate the development of teaching, learning, administration, or governance. Only some of the people's attitudes changed, mostly in short-term, counter-productive ways. (MLF)