The purpose of this study was to examine two different models of internship and competitively evaluate their effectiveness in influencing interns' experience, beliefs, and knowledge of supervision. The research questions for this study were developed from the literature on supervision of instruction and internships in educational leadership preparation programs. This quasi-experimental study compared the internship experiences, beliefs, and knowledge of two groups of educational leadership students with different supervision assignments: The pre-service teachers group was assigned a pre-service teacher to supervise during the educational leadership internship. The in-service teachers group had an internship that did not include supervising a pre-service teacher; rather it involved supervising teachers at their school. The following research questions were addressed during this study: (1) Does the internship structure affect the quality of supervision practiced in the internship? (2) Does the internship structure affect beliefs about supervision? and (3) Does the internship structure affect knowledge of the supervision process?