The following study examined the perceived developmental influence of the university supervisor-student teacher relationship during the student teaching phase of teacher preparation. Since the supervisor is viewed as the gatekeeper to eventual teacher certification and acts as an evaluator, mentor, and instructor (Borko & Mayfield, 1995; Zimpher, deVoss, & Nott, 1980), findings presented in this study may inform future supervisory practice and shed light on the valuable developmental aspects of this relationship. By utilizing a qualitative case study design, this investigation answered the following central research question: How do the roles of supervisory faculty influence the development of pre-service teachers during the student teaching phase of teacher preparation programs? Data were collected through participant interview, questionnaire, and document collection and analyzed by dividing collected data into overarching codes and themes. The results of this research study hope to inform future practice with respect to university settings in the Commonwealth of Pennsylvania and assist in reviewing and revising, as necessary, the supervisory role and function of the university supervisor-student teacher relationship in the development of pre-service teacher candidates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]