The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed that the majority of teachers were positive about classroom observation although they did not have much experience. Moreover, advantages of classroom observation were greater than disadvantages according to teachers. The outcomes call for well-organized and systematic classroom observation practices for Turkish EFL teachers to contribute to their professional development.