The present research attempted to identify the way secondary school teachers in Cyprus perceive teacher inspection and INSET and if the way that is implemented today in Cyprus, improve the teachers’ professional development. Specifically, the present research examines which members of the educational community teachers prefer to evaluate them and to provide them with INSET seminars, and how teachers understand the relationship between them and the inspectors. The data collection was carried out with self-administered anonymous questionnaires among 200 secondary school teachers. The target population of the study was all Lyceum and Gymnasium teachers that teach full-time in Cyprus Lyceums and Gymnasiums, during the school year 2002 - 03. The selection method that was used is the combination of the purposive selection of schools and the random selection of the participants. Results show that teachers are not enthusiastic about the existing inspection system, neither about the way INSET is implemented. Teachers do not connect inspection and student learning, while the connection between inspection and teaching improvement according to teachers is moderate. Teachers seem to believe that the inspection policy within the educational system of Cyprus is not able to provide teachers with the academic support they need. Teachers believe that the main purpose of inspection is teacher promotion. Teachers stated that the coordinating assistant principal is the most appropriate person to conduct teacher evaluation and not outside experts. They also prefer experience teachers to provide INSET seminars rather outside experts.