Evidence of the increasing use of technology in counselor education is indicated by the increase in journal articles, programs, websites, and books on this topic (Albrecht & Jones, 2001; Layne & Hohenshil, 2005). The Internet has emerged as an important tool in the training and supervision of counseling students (Conn, Roberts, & Powell, 2009; Watson, 2003). The purpose of this investigation was to explore doctoral students' experience with using the reflecting team (RT) model of supervision online as part of the supervision they received for their internship experience. Five doctoral students and a course instructor from an accredited counselor education and supervision program were the informants for this study. Emerging from the personal narratives of the participants and the subsequent data analysis were several themes related to doctoral students' experience with using the RT model of supervision online. The findings suggest that users' experience of technology, prior supervision experiences, and individual supervisee factors influenced the meaning made of online RT supervision. The results of the study are discussed within a social constructivist framework and provide a foundation for future discussion and future research related to the distance education and supervision of counselors in training. Limitations, implications, and recommendations for counselor educators and supervisors using online RT supervision are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]