Conflicts or disagreements between student teachers and university supervisors in the Extended Practicum program, College of Education, University of Saskatchewan, are often attributed to factors such as "personality clash," laziness, stubbornness, authoritarianism, prejudice, stereotyping, dogmatism, or malice. In reality, many of these problems result from improper understanding or ineffective supervision of student teaching. One way to enhance supervision is to use a Contextual Supervisory (CS) approach. CS is a developmental process by which supervisors adjust their leadership approaches to match the demands of the specific situation. These contextual demands include such variables as the development level of the student teacher as well as the goals of the practicum program and the various conditions and constraints of the specific case. CS is founded on the principle that the Extended Practicum supervisor should match one of four general supervisory styles (directing, coaching, supporting, or delegating) with one of four basic developmental levels of student teachers for particular skills or tasks being practiced. This report applies the CS approach to a particular case study and demonstrates its usefulness as a conceptual tool for bridging the theory-practice gap. (LL)