ABSTRACT This article addresses itself to two recurring questions regarding the supervision of student teachers: who should carry out the work of supervision, and how can it most skillfully be done? The answer to the first question seems to be that, for a variety of reasons, the cooperating teacher appears best suited to do the supervision. University supervisors might use their time more efficiently to train a cadre of classroom teachers who will teach with and supervise student teachers. With respect to the question of how to carry out the supervision, two different approaches appear in the literature. One focuses on recording and analyzing observable events in the classroom (including student learning and teaching techniques), while the other emphasizes a Rogerian type of interaction wherein the student teacher's anxieties and ‘self’ needs are discussed. A possible model for supervision combining features of both approaches is suggested along with strategies and techniques for implementing this combined approach to supervision.