In this paper on the use of teachers as reflective users of peer clinical supervision, a research and literature review relating to the assumptions of clinical supervision, fostering reflective practice through clinical supervision, and the special potential of peer clinical supervision is presented. Then, a personal account of a beginning teacher's views of and experience with clinical supervision is offered. It is concluded that clinical supervision, peer or otherwise, is bound to be misinterpreted and to give disappointing results if one asks whether it will do a better job with the familiar purposes of supervision. Neither the shortage of offical supervisors nor the apparent need to improve teaching are reasons to adopt peer clinical supervision. If a climate can be created in which teachers can genuinely explore the meaning and potential of "reflection-in-action" for improving their practice, then peer clinical supervision is a powerful way for the observation and analysis of teaching to proceed. (CB)