This chapter looks at how Saudi Arabia manages its schools and supports them to improve. Historically, schools in Saudi Arabia have been overseen and supported by a large body of supervisors who use centrally produced rating tools to evaluate the effectiveness of schools. These procedures tend to focus on school compliance with regulations and do not always capture the extent to which schools help students learn. Supervisors themselves, who are often responsible for more schools than they can handle, are not always well positioned to help schools improve. These circumstances contribute to an environment in which the neediest schools are neither identified accurately nor supported adequately, which affects student learning across the country. To address these issues, Saudi Arabia is developing a modern and comprehensive school evaluation framework that relies on expert, external inspectors to evaluate schools. This chapter suggests that this framework become the country’s reference point for high-quality schooling and that supervisors adopt (and be trained in) a purely supportive role. While the school evaluation framework and supervisors will provide important guidance about school improvement, the most important actors in leading school improvement in Saudi Arabia are school leaders. Currently, however, school leaders are seen as administrators, not instructional leaders. They will need to be supported to become agents of change in order for Saudi Arabia to achieve its school reform goals.