The process of classroom observation is experienced by all, teaching in further, adult and higher education. This will either be as part of the organisation's quality assurance procedure, in-service staff completing teaching awards or the training of pre-service student teachers. Given its evaluative nature, it is a practice that generates strong reactions from those who are subject to it, ranging from the very positive to the very negative. However, due to the complexity of the issues involved, these views cannot be located on a simple continuum. This article is based on research that sought to explore the complexities of the observation procedure, and reports on the perceptions and attitudes of participants to the process. A typology of resistances is outlined, the role of observation schedules explored, the value of observation highlighted and styles of receptivity to feedback categorised. An argument is proposed that if observation is assimilated to an action research perspective, rather than a quality assurance procedure, the observer will be recast as a supportive facilitator and the idea of educational practice as ongoing enquiry will be enabled. (Contains 1 figure.)