Personal and professional characteristics of student teachers and cooperating teachers and their relation to supervision were studied. Conferences between 20 student teachers and their cooperating teachers were analyzed. Participants self-administered five instruments at the beginning, middle, and end of the student teaching experience: the Educational Preference Scale, Teacher Concerns Questionnaire, Rigidity-Flexibility Index, Internal-External Locus of Control, and the Self-Perception Inventory. All supervisory conferences were audiotaped. Findings indicated that cooperating teachers dominated the conferences and that teaching was discussed most often, with both participants making highly specific statements dealing with methods and materials. Cooperating teachers with high scores on the personality measures indicated concerns with the cognitive domain and tended to make specific statements during conferences. Student teachers reporting high flexibility were likely to focus on the objectives of a lesson rather than methods, materials, or execution. (JD)