This paper examines a four-way conference involving a student teacher in high school English, the cooperating teacher, a generalist student teaching supervisor, and an English specialist supervisor. The paper reflects on the interactions in the conference and the impact of having two supervisors with differing priorities for discussion. The student teacher, who was in the process of "reframing" her image of herself as a teacher rather than a student, had the opportunity to hear together the points of view of those who had played a principal role in her education as a teacher. The student teacher was required to integrate ideas, processes, and values learned in separate contexts, which encouraged reflectivity and facilitated learning. In receiving feedback from three distinct sources, the student teacher could verify her own view of herself as a teacher in diverse ways. She responded to each of the other conference participants differently, incorporating their languages and their values. The two supervisors also gained understanding from the four-way conference, as they discovered that although they represented different fields, both valued inquiry-oriented supervision. (Contains 25 references.) (JDD)