The purpose of this study at PrimarySchool 4 Menteng Palangka Raya Central Kalimantan was to describe: (1)  implementation models of collegial supervision practiced by teacher,  (2) teacher involvement in collegial supervision, and (3) the role principals play in the implementation of collegial supervision. The research applied qualitative. Paradigm referring to phenomenological approach. Research setting Primary School 4 Menteng. School principals were the key informans in which then were broadened to other informants-teachers and school administrative staffs. Data were collected through documentation study, observation, and interviews.  Data analysis technique done through three stages of data reduction, data display  and data conclusion drawing or verifying. Finding validity was tested through degree of credibility and confirmability. The finding of the research as follows:  (1) teacher employed four models of collegial supervision formal-group, formal- individual, informal-group, and informal-individual models, (2) the implementation of collegial  supervision teacher were involved as actors, partisipants as well as organizers, and (3) supervision from the principals played the roles in the  implementation of collegial as manager who provide space, facilities, referency, and funding as well as schedule the activities. As leader, the principals appointed other teachers to share their  experinces and to help another teachers keep team worked together, motivate other teachers to improve their competences to create conducive school climate, and mintain the collegiallity atmosphere, inspire teacher to be courageus for improvement. As supervisor the principals provide opportunies for the teachers in helping each other in order to  improve quality of learning, be models of supervisors, build the culture of mutual training.