The peripherality of the university supervisor during the student teaching experience has often been considered extraneous to the work of preparing preservice teachers. Despite the supervisor's potential to support learning, the low status of supervision in the preparation of prospective teachers has led to a lack of commitment in preparing, advising, and assisting novice supervisors entering the field. This self-study provides an insider's account of my practice as a novice university supervisor. My findings suggest that I constructed a pedagogy of field-based teacher education guided by a rationale I term "in loco paedagogus," whereby I instruct students based on how I would react in a similar situation. Drawing on these findings, this article highlights the need to recognize how beginning university supervisors learn to teach teachers. (Contains 1 table.)