Practicing professional school counselors often are asked to supervise school counselors-in-training without the benefit of training in supervision or an awareness of the various clinical experiences. The purpose of this article is to outline the clinical experiences, supervisory stages, roles supervisors play, and useful strategies for directing the supervisory process. Furthermore, trainees often express disappointment and frustration when they are not provided with the opportunity to perform activities that reflect counselor performance in a comprehensive, developmental school counselor program. This article includes suggestions for providing supervisory activities within the American School Counselor Association's National Model.