Little is known about the science and practice of cross-cultural clinical supervision and almost nothing is known about minority trainees' preparation for supervision competency with a minority supervisor. To fill this void, the supervision contents, processes, and outcomes related to the minority-minority supervision dyad are examined in this study. The focus is on the general critical issues with which the minority supervisor and supervisee might be confronted. Its purpose is to stimulate thinking about how: (1) individual minority supervisors might become better prepared to engage and provide an appropriate climate for optimal professional development of racial/ethnic minority trainees; and (2) training programs and sites might begin to rethink how they might better prepare themselves and trainees to provide the most effective supervision. Emphasis is placed on the important role of the senior professional's ability to facilitate the development of the student from novice to autonomously functioning professional. Some of the negative experiences that racial/ethnic minorities may face in graduate training, and some of the potential challenges that both supervisor and supervisee might encounter are detailed. Recommendations toward minimizing the potential for negative outcomes and some of the necessary structural components for programs are offered. (RJM)