This paper explores the contribution of work-based supervision to an education programme in mental health from the perspectives of supervisors and supervisees. It attempts to clarify the supervisory role by looking at the literature together with supervisors' reported learning and development needs. Supervisors responded positively to a development programme established to help them support their learners. Quantitative data revealed differences between professional groups in respect of their exposure to interprofessional supervision, and individual rather than group supervision is more likely to be delivered in the workplace, which may limit opportunities for interprofessional learning transfer. Feedback from supervisors and supervisees shows consensus that supervision sessions focusing on academic work are rated of highest priority. This poses a challenge for programme providers to develop assignment methods that require workers to be change agents in their practice whilst also demonstrating academic standards.