The purpose of this study is to examine how the governance and control exercised by the Swedish National Agency for Education (Skolverket) and the Swedish Schools Inspectorate (Skolinspektionen) contribute to bureaucratization within municipal school administration, focusing on the example of systematic quality work. Currently, an increase in administrative tasks among core educational activities can be observed, driven by the requirements imposed by Skolverket and Skolinspektionen that necessitate extensive reporting and monitoring. To address the research question, an investigation will be conducted on how these authorities interpret legislation and shape their specific demands on educational institutions. This involves comparing the actual Education Act with the interpretations and requirements of these agencies, highlighting how bureaucratic practices have intensified within the educational sector. The focus will be on systematic quality work. The study will also include a section on previous research, which will be analyzed alongside theoretical frameworks to address the research question. The empirical material comprises the interpretations of the law by Skolverket and Skolinspektionen and how these interpretations are translated into guidelines, requirements, regulations, and directives for schools, thus reinforcing bureaucratization and contributing to the so-called administrative snowball effect (Administrativa Snöbollseffekten).