This paper presents a means to analyze the interactions that take place during a supervisory conference between a student teacher and the college supervisor. The theoretical perspective is described and transcripts of conferences for the Michigan State University Multiple Perspectives Teacher Education program are used as examples. Following analysis of the transcripts of student teacher and supervisor conferences, it was hypothesized that the quality of the conferences is embedded in the ability of the supervisor to orchestrate the linkages during the conferences. This means that the supervisor must be able to interactively develop with the student teacher a dialogue in which the complexity of ideas and linkages increases over time and even over a given conference. This requires two specific types of ability. The first is the ability to make links between practice and the professional knowledge taught in a given program. The second is the ability to determine with the student teacher the appropriate amount of data to be discussed. Too little information will leave the student teacher unchallenged and at his or her current place of practice. On the other hand, too much may leave the candidate overloaded and confused about what to do next. That leaves the supervisor and the student teacher with the task of determining the "just right" place so that the student teacher can advance between conferences. Examples of supervisor--student teacher dialogues are used as illustrations. (JD)