Supervision is one of the most important stages of administration and a fundamental component of education.According to relevant legislation, school administrators are responsible for classroom supervision. This researchaimed to determine the perspectives of administrators and teachers on classroom supervision practices. Theresearch was conducted through the basic qualitative research, one of the qualitative research designs. The studygroup consisted of 24 educators, 12 teachers, and 12 administrators working in public schools (kindergartens,primary schools, secondary schools, and high schools) in four different cities of Türkiye during the 2022-2023academic year. Data were collected using semi-structured interview forms developed by the researchers. Educatorsparticipating in the research were identified using convenience sampling method, and the data were analyzed usinginductive content analysis. As a result of the research, it was found that many administrators did not fulfill theirsupervisory duties. Additionally, most administrators reported feeling unqualified to supervise. They attributedtheir reasons for not supervising to heavy paperwork and teachers’ uneasiness. They tended to evaluate teachersbased on feedback from students and parents rather than conducting their own supervisory assessments. Teachers,on the other hand, stated that they were biased towards the subject of supervision due to the negative experiencesthey had during the supervision, they were stressed when the supervision would be done, they saw the supervisionas a waste of time unless guidance and instructional leadership were provided, and they stated that the supervisionmade by the administrators was conducted as a formality; however, it was determined that they preferred thesupervision of the school administrators to the inspectors. At the same time, it was concluded that there wereteachers who found supervision necessary and important, and that a limited number of administrators could carryout supervision in accordance with its purpose and provide guidance and instructional leadership. As a result ofthe study, recommendations were made for supervision to be carried out in accordance with their purpose Supervision is one of the most important stages of administration and a fundamental component of education. According to relevant legislation, school administrators are responsible for classroom supervision. This research aimed to determine the perspectives of administrators and teachers on classroom supervision practices. The research was conducted through the basic qualitative research, one of the qualitative research designs. The study group consisted of 24 educators, 12 teachers, and 12 administrators working in public schools (kindergartens, primary schools, secondary schools, and high schools) in four different cities of Türkiye during the 2022-2023 academic year. Data were collected using semi-structured interview forms developed by the researchers. Educators participating in the research were identified using convenience sampling method, and the data were analyzed using inductive content analysis. As a result of the research, it was found that many administrators did not fulfill their supervisory duties. Additionally, most administrators reported feeling unqualified to supervise. They attributed their reasons for not supervising to heavy paperwork and teachers’ uneasiness. They tended to evaluate teachers based on feedback from students and parents rather than conducting their own supervisory assessments. Teachers, on the other hand, stated that they were biased towards the subject of supervision due to the negative experiences they had during the supervision, they were stressed when the supervision would be done, they saw the supervision as a waste of time unless guidance and instructional leadership were provided, and they stated that the supervision made by the administrators was conducted as a formality; however, it was determined that they preferred the supervision of the school administrators to the inspectors. At the same time, it was concluded that there were teachers who found supervision necessary and important, and that a limited number of administrators could carry out supervision in accordance with its purpose and provide guidance and instructional leadership. As a result of the study, recommendations were made for supervision to be carried out in accordance with their purpose.