The growing use of systematic, empirically tested observational frameworks in school-based research is crucial for increasing the replicability and generalizability of findings across settings. That said, observations are often mistakenly assumed to be the "gold standard" assessment, without more nuanced discussions about the best uses and potential misuses of observational methodology. This commentary uses 4 articles as spring boards from which to discuss strengths and drawbacks of observational methodology. Issues related to rigor and replicability matching the choice of the observational system to the phenomenon under study, considering early adolescents' developmental needs in the choice of system and and implications of averaging observation across time points are addressed. Implications for applied use in educational settings are explored. Future directions as the field increasingly uses systematic observation of early adolescents in school-based research conclude the article.