This study focuses on the role of critical friends as approach evokes teachers work together and draws on one another's expertise. Nine teachers from Mostafa ElKayaty governmental languages school in Atfeeh administration, Giza governorate have participated in a critical friends group for nine weeks. The participants have finished ten sessions; through these sessions they conducted peer observations and reflected on their practice through debriefing sessions, journals, dairies and discussions. A lot of data sources were collected during the study the results say that the critical friends approach leads to a change in teaching process. Teachers could discuss, plan, and practise through assessment, observing expert teaching, classroom management and reviewing student work. As a result, teachers discover they can better diagnose, remedy, assess, and recognize students' problems. Finally, using critical friends approach has a positive effect on classroom management and assessment for learning at the basic education stage.