Countertransference (CT) has been recognized as a significant variable in the process and outcome of therapy and counseling for over 100 years. A review of the literature suggests that little attention has been devoted to strategies that supervisors can use to address CT in supervision with novice counselors. Informed by models of CT proposed by Ladany, Friedlander, and Nelson (2005) and Van Wagoner, Gelso, Hayes, and Diemer (1991), this article provides counselor educators and field placement supervisors with a reflective strategy for the holistic supervision of CT.