Clinical supervision is a way for counselors in training to develop needed skills (Bernard & Goodyear, 1998). Best practices indicate that counselors trained in the application of supervision theory should provide clinical supervision. However, many school counselors receive administrative supervision by non-counseling professionals who may overlook the school counselors' clinical development. In addition, there is limited research on school counselors' clinical or administration supervision with special population such as twice-exceptional learners. This article reviews current literature on school counselors' clinical and administrative supervision practices with the twice-exceptional population, in consideration of the American School Counseling Association (ASCA) National Model. Implication for counselors, suggestions for future research, and strategies to increase this type of supervision will also be discussed.