<p>Adaptive expertise is considered key to improving teacher practice. While literature suggests that classroom observations followed by professional learning conversations may contribute to the development of adaptive expertise, few studies have specifically examined the influence of this process. Hence, this qualitative study investigated the perceptions of four teachers and four middle leaders from two New Zealand primary schools, on the use and usefulness of existing classroom observation and post-observation conversation processes in contributing to teacher adaptive expertise. Data included video-recorded observations, pre-observation sheets, transcripts of post-observation conversations and interviews with middle leaders and teachers. Thematic analysis showed that participants believed the process was useful in aiding the development of some elements associated with adaptive expertise such as reflective practice, engagement with evidence, and a focus on improvement. However, data also indicated that a stronger emphasis on goal setting, more time to embed the process in whole school practice would improve its usefulness.</p>