This study aimed at exploring the impact of the General Foundation Program Quality Audit on the quality of teaching English at a higher education institution in Oman. The focus of this study was on how decision makers and English language teachers perceived the impact of Quality Audit on teaching quality. A qualitative case study design was adopted to gain an in- depth understanding of how quality audit improves English language teaching. Semi structured interviews and focus group discussions were used to collect data which were then examined and analyzed using the thematic approach. The analysis revealed three ways in which the impact of quality audit on improving English language teaching could be understood. One primary finding delineated how Quality Audit requirements were responded to in a way that inculcated compliance-led culture in the forms of tick-box and conformance with requirements of the institutional authority. Another key finding showed positive impact on English language teaching quality which allowed opportunities for language teachers to establish ownership of decisions and share good practices. The findings also highlighted inconsistency in gathering students' feedback and utilizing it towards improving English language teaching and learning. In light of these findings, a number of implications were discussed to improve institutional quality practices as well as academic policies through quality assurance evaluations. The study concluded by putting forward some recommendations for institutions to take action and for future studies to address.