This qualitative study examined the supervision experiences of 11 new professional school counselors. They reported that their supervision experiences were most often administrative in nature; reports of clinical and developmental supervision were limited to participants whose supervisors were licensed as professional counselors. In addition, participants' descriptions of supervision focused primarily on concerns with their own behavior as new professionals, and they frequently confused the process of supervision with activities that were more characteristic of mentoring and evaluation. Recommendations for the practice of school counselor supervision for new professionals are included, along with suggestions for future research.