Written from the perspective of the classroom teacher as novice supervisor, this paper describes two cycles of clinical supervision involving teaching peers in an elementary public school. A discussion is presented on the quality of the efforts and accuracy of the perceptions of the beginning supervisor. Some constants that may be thought of as principles of clinical supervision are outlined. The issue in clinical supervision of the experienced versus novice teacher is explored to the extent that it provides a framework within which to view the focus for observation. While clinical supervision is meant to imply supervision up close and has as its focus the improvement of the teacher's classroom instruction, the benefits of such an undertaking may not reside solely in self-analysis or self-improvement or improvement of practice or improvement in student achievement. These may be merely artifact while the lasting outcome of the process may be simply the resulting collegial respect that is engendered among teachers. The observer's handwritten notes are appended. (Author/JD)