This paper reflects on the collaborative learning experiences of two 'student teachers' who have recently completed a Masters in Higher Education. Its purpose is to enhance our general understanding, and to encourage debate on how the professional expertise and confidence of new academics may be supported. Specifically, the article examines the use of classroom observation and associated reflective activities between student teachers as important cornerstones for professional growth and in developing a sense of collegiality. The paper sets the context by drawing together the theoretical literature relating to classroom observation and reflective practice. Then it draws on our experiences of using a particular classroom observation tool (FIAC) and how our learning was enriched through the exchange of written reflections. The paper illustrates how shared reflective activities between peers, such as story-telling, deepens understanding. In particular, it highlights the importance of understanding the emotional dynamics at play in learning.