Purpose: The purpose of this paper is to describe the challenges of post-traditional, distance PhD supervision and suggest pedagogical interventions to bridge the distance. The paper investigates the skills and understandings necessary for mediating the supervisor-supervisee dyad within faceless encounters. Design/methodology/approach: Grounded in a literature review and using interview-based narratives, the paper describes a case study investigating the needs and experiences of three part-time, trans-Tasman PhD students, writing practitioner- or practice-led research (PLR) higher degrees by research (HDR) by artefact and exegesis. Findings: Findings reveal the importance of proactivity, dialogue and mutual trust and the necessity of knowing which interactions, including e-moderated supervisions and fast-turnaround electronic communications, potentially help to bridge the gulf. Research limitations/implications: While this small-scale study makes no major claims that results can be generalised, the results are pertinent to those involved in distance HDR supervision, particularly in PLR. Originality/value: As distance supervisions become increasingly commonplace, HDR supervisors need to build best practice models from shared personal and professional understandings of effective supervisory interventions in this mode.