Developments in the application of remote live technology are reshaping conventional methods of classroom observation. Lessons can now be observed through digital networks without the need to physically visit school sites. This study sought to investigate if remote observation could support the professional learning of student teachers and novice placement tutors on an Initial Teacher Education programme, and to examine the perceived challenges. A case study approach was employed, based on qualitative semi-structured interviews with eight students teachers and two novice placement tutors. Findings indicate that professional learning for both student teachers and placement tutors was facilitated by a number of factors. Remote observation reduced reactivity to create more authentic teaching and learning contexts. It also facilitated social learning through dialogue, the provision of detailed feedback from multiple sources and the prompt implementation of recommendations in subsequent remotely observed classes. Limitations and potential further applications of remote live observation are also outlined.