Classroom observation is one of the most common ways to reflect and improve teaching practice. However, the researchers recognized, through conversations with colleagues and friends, an apparent lack of classroom observations among university teachers in Japan and decided to investigate this issue further. This study investigates the experiences and beliefs of university teachers working in Japan related to classroom observations. An online questionnaire was distributed and the results were a combination of quantitative and qualitative data. Follow-up interviews were conducted with volunteer teachers to discuss their experiences of classroom observations in more depth. The results highlight the scarcity and negative connotations of classroom observations, as well as offering practical ideas for how to re-evaluate and consider the benefits of peer-to-peer classroom observations at the university level in Japan. The researchers will then introduce their plans to develop this research in the future.