This paper is an investigation of group supervision of the Master of Education thesis at the University of Bergen, Norway. Four recorded group supervision sessions are analysed. The group participants are five students and three supervisors. The sessions are analysed from a qualitative, phenomenological perspective. The results show that group supervision enables the development of supervision skills, has an impact on the students' writing process and facilitates the students' enculturation into the particular discipline. The article refers briefly to contextual elements that influence the above processes and makes claims about the function group supervision can serve in higher education.