The accountability pressures of the recent decade require that instructional leaders work with teachers to ensure student academic success. The "walkthrough" or "walkthrough observation" is an instructional leadership practice that has been regarded as a promising avenue to collaboratively work with teachers. This exploratory study examines aspiring instructional leaders' perceptions regarding the walkthrough observation. Findings indicate that this type of practice is perceived as a Bureaucratic Approach, incorporating a one-way transmission of feedback from the principal to the observed teacher, or as a Collaborative Approach, including teachers in conducting observations and actively participating in the collection of walkthrough data. Additionally, findings suggest that regardless of the perceived approach, a walkthrough observation may be considered an authentic feedback data source.