School principals were charged with classroom supervision which had been in the supervisors' area of responsibility by the regulations effectuated in 2014. The aim of this study was to find out the views of school principals on classroom supervision based on the amendment of regulations. The research was conducted by a qualitative design and phenomenological method was used. Study group of the research was school principals working in the districts of Battalgazi and Yesilyurt in Malatya, Türkiye in the academic year of 2019-2020. The semi-structured interview guide, which was designed by the researchers, was used as the data collection tool after the expert opinions were obtained and corrections were made on it. 15 school principals, who were chosen by convenience sampling, were interviewed. Interviews were recorded based on the approval of participants. Code names were given to all participants as M1, M2, M3, … Qualitative data gathered from the participants during the interviews were analyzed by content analysis. First, the researcher coded the data separately. After that, both the researcher and another field member coded the data synchronically and reached a consensus. New codes were created where divergence appeared. It can be stated that school principals have positive views on being charged with classroom supervision. In fact, school principals state that they are not troubled with their supervision duty on teachers, but supervisors should also take part in the supervision process in order to make the process more effective and active.