Drawing on our own experience, we reflect on the documented challenges of undergraduate supervision faced by qualitative researchers, and extend this discussion by further considering the issues raised by supervising projects that engage with critical perspectives. Concerns are identified regarding the dominance of traditional psychological thought in psychology programmes and the lack of teaching around critical psychology. We outline the implications for students embarking on critical qualitative projects and the additional demands placed on supervisors using examples within the fields of gender and sexuality. We end by emphasising the value of projects that require engagement with critical frameworks for students' future personal and professional development. The importance of teaching critical psychology and critical ideas as a staple and integrated part of the psychology curriculum is made clear.