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This survey research with follow-up interviews explored sixty-two Taiwanese novice elementary school English teachers’ perceptions of critical friendship models as an avenue for professional development. The major conclusions were drawn. First, these participants had consistent and static perceptions of critical friends as ‘sharing ideas and knowledge’ and ‘supporting each other’. Secondly, external factors such as teaching hours and teaching status affected these novice English teachers’ perceptions of critical friends and their motivation to be involved in this type of professional development activity. Suggestions on implications for practice on critical friendship models as an avenue for professional development were provided in terms of attributes and factors of critical friends as well as extended circles of critical friends.