The conceptual level of teachers was measured in relation to their preferences for support in the supervisory tasks of staff development, curriculum development, and instructional improvement. It was hypothesized that teachers at a high level of conceptual development would prefer to be more involved with others and more flexible in adapting their teaching methods than teachers at lower conceptual levels. Involvement with others, characteristic of higher levels of conceptual development, was identified as a key variable in the three tasks of supervision. Participants in the study were 249 elementary school teachers located in 11 schools. Teachers' conceptual level was measured using the Paragraph Completion Method. Preferences for supervisory support were measured by a questionnaire consisting of 30 items written in a 7-point Likert-type fashion designed to measure the conceptual characteristics of involvement and flexibility as they related to supervision. Results indicated that, regardless of conceptual level, teachers preferred to be involved in all three supervisory tasks. They also wanted to participate in classroom intervisitation, to increase their ways of teaching through planning and organizing their own long-term staff development plans, and to be involved in activities offered outside the school district. The Paragraph Completion Method instrument is appended as is the Preference for Supervisory Support Questionnaire. (JD)