Findings of a study that examined the processes involved in facilitating change in a veteran teacher's beliefs are presented in this paper. Qualitative data were derived from analysis of interaction between a supervisor and a female third-grade teacher, who participated in the Delaware County, Pennsylvania, Teacher Evaluation Plan for 1.5 years. Methodology involved analysis of audiotaped supervisory conferences and two interviews, a teacher-researcher dialogue journal, the researcher's fieldnotes, and supervisory documents. A conclusion is that supportive supervision involves and fosters mutual trust and collegiality, teacher ownership, a safe climate for teacher expression, the engagement of both supervisor and teacher in co-learning and co-reflection, and listening to a teacher's reflective language. The findings illustrate a phenomenological view of supervision, which sees supervision as constructive and teacher-centered. Successful implementation of a supportive teacher-supervision plan must include reflective thinking, adequate provision of supervisors and time, a sustained dialogue to build a trusting school climate, and a constructive social process. (LMI)