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Teacher professional Development is crucial because the success of the students are closely related with the teacher competence to achieve the goals of education. Therefore it is a must for the teacher to always learn throughout their career, and one of the learnings is by teacher learning from teacher or peer observation. The advantage of the peer observation is as the mean to reflect the practice of teaching which in turn will give input to their partner to improve the competence in the teaching learning process. The trust and respect among teachers who is observed and become the observer will determine the effectiveness of the process. Conducting the process of peer observation need commitment from parties involved in the teaching learning process. For the institutions, the process means the human resources and budget allocation to build the system, and as the continuing process, there must be efforts to maintain its running. On the other hand, the teachers are reluctant to be observed because they will feel insecure since no body like to be criticized, fear to change the routine, and by doing the peer observation process means more works for the teachers. Those reasons are the problems arise in conducting peer observation. This research is intended to answer the following questions below. (1) How do teachers perceive and engage in the practice of peer observation at the Language Training Center? and (2) How is the implementation of the peer observation at the Language Center? The research design for this study is the qualitative case study. The choice of this research design is characterized by case study that is an in-depth analysis with a specific and complex phenomenon in a bounded system that could be limited by time and place. The research site is the Language Center of a private university in Indonesia. Purposeful sampling is used to determine the participants. The selection will be based on the length of employment (minimum one year), has already involved in the peer observation process at least one cycle or phase, is active teaching and do the peer observation process in the intended semester when the research is conducted. The other participants of the research were the decision makers in this institution. The answer of those two questions will be divided into four findings. They are: (1) The institution aims in conducting the Peer Observation activities, (2) The teacher perception on the implementation of the research, (3) The implementation of the Peer Observation and (4) the feedback for the next implementation.