This paper discusses current and future research on alternative supervisory approaches matched to developmental levels of teachers. The two major questions for research were: (1) Is there an interaction between individual characteristics of teachers and supervisory approach with regard to preference and performance? and (2) Can supervisors acquire greater flexibility in using different approaches? Answers, drawn from prior research, include: (1) Experienced teachers do vary on their preferences between non-directive and collaborative supervisory approaches; (2) Beginning teachers prefer a directive supervisory approach; (3) A correlation between teacher conceptual level with preference of performance with certain supervisory approaches has not been found; and (4) There has not yet been research conducted on supervisory flexibility in acquiring new interpersonal behaviors. Research on supervisory flexibility is about to begin. At least three studies will be conducted in 1983-84 to find further answers to the aforementioned questions. Several diagrams, references, and a list of studies in progress and to be undertaken are appended. (Author/JMK)