Classroom walkthroughs are a widely used strategy for school improvement, varying over contexts and times. This study aims to explore the Chinese model of classroom walkthroughs in early childhood settings (ECS) during the COVID-19 lockdowns through a triangulated qualitative study. First, a group of ECS leaders (N= 15;Myear of teaching experience= 18.87,SD= 7.74, range = 6–33 years) and a group of teachers (N= 15;Myear of teaching experience= 8.40,SD= 3.96, range = 3–19 years) were interviewed in early 2022, and leaders’ observations notes were reviewed. The interview data were transcribed, recoded, and analyzed using an inductive approach, and the walkthrough documents were examined as a triangulation. Four themes and 13 subthemes emerged from the interview data: content, pedagogical skills, tasks, and challenges pertaining to classroom walk-throughs. Two major challenges against efficient classroom walkthroughs during the COVID-19 lockdowns were found: building community and feeding forward. Based on the results, a Chinese model of classroom walkthrough was proposed. Implications for quality improvement were also addressed.