This article presents findings from a study extending previous research of the LGBTQ Responsive Model for Supervision of Group Work, applied to supervision of classroom guidance developed to meet the needs of first generation college students (FGCS). Two group supervision sessions were quantitatively analyzed for frequency of interventions across 3 dimensions: group level, role, and focus. The sample included 2 school counselor educators/supervisors and 11 graduate student school counselors in training (SCIT). Findings suggest that group supervisors of SCIT practicing classroom guidance may use entry points, role, and focus combinations similar to past research focused on supervisors of SCIT practicing group work, and that the whole group level (n = 131) is the predominant entry point for group supervision of SCIT. Supervisors intervened most frequently from the teacher role (n = 108), and most often targeted conceptualization (n = 88) as the focus of interventions. The most frequently used group level-role-focus combination found in this study was Whole group--Teacher--Conceptualization (n = 39). Findings of the study are discussed in light of current school counselor supervision literature, and implications for school counselor training are discussed.