Purpose: This article aims to consider teacher's views about intervisitations regarding its application and its usefulness as a community-enhancer. Many educators venture into the world of teaching because they love learning and value learning from their peers (rather than merely from text or administrators); however, teacher reservations or hesitations towards the practice of engaging in intervisitations do exist and can serve as an obstacle. Design/methodology/approach: The findings reported in this study resulted from the analysis of two teacher's perspectives towards classroom intervisitations. The subset of data presented in this study resulted from the surveys and semi-structured interviews that were conducted. Qualitative methodology was used to address the research question as it allows for a greater exploration, description and ideally the emotions of participants/teachers. The coding process consisted of open coding, which then led to axial coding and the elevation of codes to themes. Findings: In this study, teacher buy-in would be enhanced through the protocol feeling more personalized, less-dictated and more flexible in its execution, especially through the support of administrators and district leaders. In addition, teacher mindsets and perceptions also need some reshifting and should be part of the professional development process involving intervisitation roll-outs as any hesitations/limitations/and lack of willingness need to be honed in on and prioritized. Lastly, limiting teachers from an appropriate amount of time to complete such work may also encourage shallow collaboration among teachers instead of in-depth reflexive practice. By prioritizing intervisitations and/or inter-teacher collaboration in the building and allowing teachers to embark on professional development sessions with each other as a means of growing as a teacher and community, all will flourish. Originality/value: Through examining the narratives of two educators, it was found that teacher willingness to partake in intervisitations is dependent on the school climate, particularly with regards to trust and a yearn-to-learn among inter-school peers and administrators. In addition, providing ample time and educating teachers on the benefits of such practices enhances one's wanting to independently venture into such work.