As part of a project in which we designed, developed, and validated a monitoring system of school climate, the present study evaluates the system based on the meanings constructed by its users, in order to improve future actions. 17 group interviews in 15 schools, plus an in-depth interview to the Community Coordinator School Coexistence were performed. Results: Participating schools indicate that the highlight of the monitoring system is the delivery of valid information that allow evidence-based decision making processes. This in turn allows schools to construe a more complex view of themselves. Discussions: Schools place, in the center of school improvement, the school itself, and emphasize that effectiveness is only possible if the prioritization of needs arises from the school itself.