This paper reports on a study of teachers involved in a collaborative model of clinical supervision. Study participants were interviewed in order to ascertain their perceptions of their collaborative relationship and the focus and effect of their collaboration. The study found that the most effective collaborations were characterized by relationships that were mutually rewarding, equally valued, and based on similar and/or complimentary professional and social strengths and interests. All participants reported that the collaborative approach to supervision was worthwhile, although in the partnerships where the development of mutuality, trust, and friendship were at an early stage, teachers were less inclined to find or to make time to work with their partner or to focus on aspects of their teaching that involved risk-taking. Five recommendations for research and practice are offered: (1) administrators should be aware of the extra difficulties partners may experience in working collaboratively; (2) administrators wishing to encourage collaborative clinical supervision partnerships to meet professional development goals should develop a system that allows teachers to have some input in the selection of partners, provide adequate time for conferencing, and notice and encourage teachers' collaborative efforts; (3) teachers wishing to develop relationships with their colleagues should be aware of the powerful norms of teacher autonomy and isolation; (4) researchers should address the issue of gender in collaborative relationships between teachers; and (5) practitioners and researchers should incorporate the notion of collaboration as work-focused friendship in their thinking about collaboration. (Contains 14 references.) (ND)