Peer observation of teaching (POT) is a reciprocal process where a peer observes another's teaching (classroom, virtual, on-line or even teaching resource such as unit outlines, assignments). Peers then provide constructive feedbacks that would enable teaching professional development through the mirror of critical reflection by both the observer and the observee (Brookefield, 1995). Peel (2005) through her own experience of POT as a new lecturer describes it as a multifaceted process that involves technical knowledge, class room dynamics, personal growth and change. Barnett (1992) in fact argues for the case of peer observation by declaring "academic knowledge does not count as knowledge without it having been subjected to some kind of peer evaluation". As a new academic with very little idea about good practice of teaching, the whole process of POT opened my eyes to achieve a greater transformation. In this essay, I describe the process of peer observation narrated as my reflection. I had experienced the best of what POT had to offer in the form of providing and receiving valuable feedback from my peers.