Despite a clear need, few resources exist to guide field-based multicultural internship supervision practices in school psychology. This article draws on literature from counseling and clinical psychology and related disciplines to ground and define multicultural internship supervision within the context of school psychology professional practice. We delineate factors that influence the quality of multicultural supervision relationships--particularly those between interns of color and White supervisors--including power, racial microaggressions, relational safety, supervisory working alliance, and intern empowerment. We also identify implications for field-based internship supervisors who endeavor to initiate and maintain research-supported multicultural supervision practices with their interns.