Paraprofessionals in special education have a high level of responsibility but a low level of training and support to help them do their jobs effectively (Downing, Ryndak, & Clark, 2000; Goessling, 1998). The following qualitative study examined and analyzed the role of paraprofessional supervisors and the meaning of supervision. Participants included paraprofessionals, teachers, school psychologists, principals, and an administrator (n=17) in a California public elementary school district. Some of the teachers and paraprofessionals worked in an inclusive, general education setting, and some worked in a self-contained special education setting. Data were collected through participant-observation, formal and informal interviews, and written artifacts. Analyses showed patterns and idiosyncrasies within the teacher-paraprofessional relationship and the meaning of supervision, and implications address supervisory preparation and practices. [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.]