Efforts at improving fieldwork supervision during internship have largely focused on the role of university supervisors and intern teachers. Thus students' perceptions of the instructional practices are not systematically collected, analyzed and discussed in such a way that insights from students' perceptions can inform fieldwork supervision. This study therefore compares a university supervisor's and Hispanic middle school English learners' interpretations of the teaching activities in two English learning classrooms in Los Angeles. Based on the 17 broad competence domains prescribed for intern teachers, I developed a 37-item Likert-type of 5-point rating instrument to collect data. I observed two teaching sessions and rated two intern teachers. Also, their students used a similar instrument to rate them. Using ANOVA, I compared the scores of the university supervisor and the students. Data analysis indicated that the students and I differed on our interpretation of the classroom teaching and learning activities. Therefore, I recommend an approach that shifts focus away from the emphasis on teaching to learning. This approach calls for evaluative criteria that incorporate students' perspectives as part of the integrative measurement of the effectiveness of intern teachers' teaching practices. I also outlined some multi-faceted activities to help university supervisors gain better insights to learners' feelings and thoughts about instructional activities in ESL classrooms during intern teacher fieldwork supervisions. (Contains 2 tables and 1 diagram.)