This chapter introduces the idea of school inspectors as implementers of public policy, framing their role within the context of policy implementation and the governance of education. Using a framework for policy implementation developed by Weible and Sabatier (Handbook of public policy analysis. Taylor and Francis, London, pp. 123-136, 2006), it presents a modified framework for investigating inspectors' work and practices as policy implementers. In so doing it questions their role as policy shapers and policy coalition workers in the context of the practice of inspection in Belgium, Sweden, England, Germany, The German State of Lower Saxony, The Netherlands, The Republic of Ireland and The Austrian province of Styria. Introducing the idea of policy learning it examines the ways in which policy learning theory has contributed to implementation theory, in order to further reflect on these issues in the final chapter of this book. [For the complete volume, "School Inspectors: Policy Implementers, Policy Shapers in National Policy Contexts. Accountability and Educational Improvement," see ED613001.]