Improved, dynamic and innovative academic teachers have always been the desire of every educational institution. Moreover, having excellent, focused and well-rounded teachers reflect the institution’s commitment to its thrust of outstanding education; thus, evaluation of teachers is inevitable to sustain and strengthen teachers’ improvement. This qualitative-phenomenological research was conducted to determine the beliefs, challenges and views of the teacher participants on peer observation. Purposively, 10 participants from the Faculty of Foundation Studies (FFS) were selected. Information were obtained using the Focus Group Discussion (FGD). Results revealed that generally participants believed that peer observation was an avenue and at the same time an opportunity to acquire new techniques in teaching or improve existing methods of teaching. However, participants had varied opinions on the challenges they faced before and during the conduct of peer observation, conduct of feedbacks and acceptability of suggestions. Themes emerged in the data analysis were thoroughly presented in the results and discussions. Implication for practice was also offered.