This study explored the relationship between teachers' sense of efficacy and their willingness to engage in a work-focused, trusting, professional relationship with colleagues. Interviews and conference transcripts were gathered from 10 dyads of teachers from three elementary schools in a large Canadian city. Each dyad engaged in at least four collaborative consultation cycles, each consisting of: (1) a pre-observation goal setting conference; (2) classroom observation data collection; and (3) a post-observation data sharing and analysis conference. Each post-observation conference was audiotaped and studied by researchers as preparation for a research interview following each cycle. Results suggest that increasing confidence enables teachers to allow fellow teachers to observe them, while less confident teachers have a harder time entering into this trusting relationship. Recommendations include keeping summative evaluation and formative supervision processes distinct, encouraging teachers to select their own partners for collaboration, and pursuing further research on techniques for increasing teachers' confidence in their own abilities. (Contains 18 references.) (PB)