This study closely examined the stated and implicit philosophical stances of student teacher supervisors from their own perspectives as well as from the perspectives of the student teachers with whom they worked. Written and audio documentation of the interactions and conversations between each of the participating student teachers and his or her individual supervisor after classroom observations of teaching practice allowed the authors to explore the perceptions of stances in comparison to their enactment in actual supervision. Their goal was (1) to determine the nature of supervisors' philosophical stances and whether student teachers and supervisors perceived their enactment in practice as matching or contradicting the stated stance, and (2) to explore the possible relevant causes for the stance (origin and development) and participants' perceptions about the stance. Further, they explored the influence of stance on supervisors' practice and on their student teachers' learning, including how the supervisors' self-awareness of stance influenced their practice, consistency in enactment, challenges to enactment, and influence on student teachers. (Contains 1 table.)