In this three-year longitudinal qualitative case study, the authors investigate a) the emergence of the professional supervisor identity, and b) the dynamics of evolving supervision practices by analyzing the case of two female supervisors from international backgrounds working within an early childhood education (P-3) program in a large Midwestern university. Based on an interpretive paradigm and grounded theory methodology, qualitative data consists of interviews, reflective journals, transcribed debriefing sessions, and reconstruction of personal histories. Results indicate that four concepts defined supervisor practices for the two participants: a struggle to move beyond "the evaluator," negotiating sociocultural lenses, student teacher dispositions, and navigating triad relationships. In addition, by challenging the assumption that supervisors are an artificial addition to the student teaching experience, the study demonstrates the ways in which the subjects went beyond the limited scope of traditional student teaching supervision practices. The findings suggest that in order to fulfill more productive roles in fostering the growth of student teachers, university supervisors should be provided professional growth opportunities that highlight their professional identity.