The topic of core competencies has been a central focus in the marriage and family therapy field since 2003. There are currently no published studies from the supervisees' perspective about the role of supervision in the acquisition of core competencies. This qualitative study used transcendental phenomenology to explore supervisees' perspectives of supervision and their acquisition of the core competencies and Moustakas' modified van Kaam method for data analysis. The aim of this study was to better understand if the core competencies are being acquired and what factors enhance or detract from the goal of mastering specific standards for marriage and family therapists today. The co-researchers are eleven graduates from a COAMFTE-accredited master's program in the Southeastern United States. Through the use of transcribed phone interviews, data was collected and analyzed through the theoretical lens of Moustakas' transcendental phenomenology and Vygotsky's theory of social development. Five emergent themes were found: 1) supervisee growth, 2) supervisor characteristics, 3) core competencies, 4) administrative versus clinical supervision, and 5) supervision experience. The findings revealed there are experiences that hinder and facilitate the acquisition of the core competencies for supervisees. Supervision experience is either positive or negative and based largely upon a supervisor's traits and actions. The findings revealed that supervisees have mastered: admission to treatment, clinical assessment and diagnosis, and treatment planning and case management, but have not mastered: therapeutic interventions, legal issues, ethics, and standards, and research and program evaluation. It is recommended for supervisees to find a supervisor that matches them in theoretical orientation and personality. Co-researchers also suggest that supervisees be in charge of their own therapeutic growth. Supervisors are encouraged to take an interest in the supervisee's career goals and self-care practices. Another recommendation for supervisors is to structure supervision sessions and to remember that supervisees are new and may lack confidence. The last recommendation is for educational programs to prepare students for the realities of managed care. Future researchers should further examine supervisees' perspectives about clinical supervision and how graduate programs are preparing their students to master the core competencies of marriage and family therapy. [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.]