This phenomenological case study explored how preservice teachers in a Professional Development School (PDS) internship program experienced supervision. It examined how the interns portrayed and interpreted practices that emerged from the PDS context, how they understood supervision, what the process looked like from their perspective, and what impact this had on their individual and collective sense making of learning to teach within a PDS. Data came from participant observation, field notes, document analysis, and six semi-structured individual interviews. The image of multiple mentoring was used as a heuristic for presenting the interns' understanding of both their formal and informal supervisory practices. There were multiple mentors with whom the PDS interns developed mentoring relationships, including mentor teachers, PDS associates (a restructured role that replaced the traditional university supervisor), children, peer interns, administrators, other school professionals, and parents. Through the year-long internship, interns experienced multifarious supervisory practices which included reflective journaling, guided observations, classroom data collection, supervisory conferences, goal setting plans, triad evaluative conferences, informal intern building gatherings, weekly intern seminar meetings, teacher research projects, and development of Web-based intern portfolios. (Contains 56 references.) (SM)