The purpose of this study was to describe and contrast selected approaches to the supervision of student teachers between Content Specialist and Non-Content Specialist university supervisors. Content Specialist supervisors were identified as trained university supervisors with a background in physical education. Non-Content Specialist supervisors were identified as trained university supervisors without a background in physical education. Both groups of supervisors assessed a prerecorded stimulus tape of an authentic physical education student teaching lesson. The supervisors were asked to complete a written critique of the lesson and engage in an interview to discuss individual supervisory behaviors, strategies, and conferencing techniques. Both groups displayed minor similarities in preparing for, documenting, and constructing critiques of a student teaching observation. However, the two groups displayed a greater degree of disparity in approaches taken to supervision, resulting in the establishment of notable differences between Content Specialist and Non-Content Specialist supervisors.