The authors investigated the use of student-initiated e-mail as a supplemental modality for supervision. Nineteen students e-mailed their instructors weekly during their 15-week practicum: these e-mails were analyzed across 3 time periods using the categories of the discrimination model (J. M. Bernard, 1979, 1997) and an adaptation of W. Lanning's (1986) professional behavior category. Although patterns of e-mails were similar across time, there was a significant decline in the number of e-mails as the practicum progressed. Significance was found for message focus, with personalization messages and professional behavior/practicum class messages accounting for more than half of the messages across 3 time periods.