The objective of this study was to examine whether training prospective supervisors in transactional analysis (TA) would affect their verbal interaction in supervisory conferences in comparison to a group of untrained prospective supervisors. The hypothesis was that supervisory students trained in TA would use more productive transactions in their interpersonal communication than would those who were not trained. A nonequivalent control group design involved a sample of 52 graduate students (all of whom were teachers) enrolled in introductory supervision classes. The experimental group received 16 weeks of training in TA communications skills. Supervisory tape simulations were used to gather verbal responses from both groups. Findings showed a significant difference between the productive response means of the experimental and control groups. TA training for instructional supervisors resulted in supervisors giving systematic, productive attention to interpersonal communication during a supervisory conference. The study has produced training materials for future use, and the validation of the study's methodology provides impetus for further studies. Knowledge gained from this study might be applied to teacher training programs as well as supervisory instruction. Appended are 15 references, 1 figure, and 4 tables. Appendices also include descriptions of the six transactional analysis ego states and a glossary of TA identifiers. (IW)