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This chapter explores the experiences of university teachers and students who participated in an innovative model of collaborative observation over two academic years. Drawing on qualitative data from several longitudinal case studies involving small groups of staff and students, we critically reflect on the key findings and implications for improving teaching and learning in higher education. The chapter reveals how these students and their teachers used a model of collaborative observation to develop a collective classroom consciousness about learning and its relationship with teaching. As an antidote to neo-liberal, commodified conceptualisations of teaching and learning that have historically dominated the use of observation in education, the participants’ experiences captured here illustrate how our innovative model can provide a stimulating platform from which to co-develop collective classroom consciousness. This classroom consciousness can subsequently be used to inform and transform the learning and professional practice of students and their teachers meaningfully and sustainably.