This study was conducted by the teacher education program, University of Saskatchewan, to determine the effectiveness of practicum supervisory practices by cooperating teachers. Student teachers (N=126) were surveyed with respect to 31 present and ideal clinical supervision behaviors before and after a 4-month internship. Training and experience in supervision were also examined as related factors. The following questions were asked: (1) what are interns' perceptions of their cooperating teachers supervision? (2) what are interns' perceptions of ideal supervisory behavior? (3) what supervisory behaviors bring intern satisfaction? and (4) does intern satisfaction with supervision of interns vary as a function of training and experience in supervision? The satisfaction measure of least difference between present and ideal scores indicated that intern supervision satisfaction increased and moved closer to the ideal when interns and cooperating teachers experienced training and frequent practice in clinical supervision. The most used and most wanted supervisory behavior was when the observer "stayed at least 30 minutes." Audio or video recording and charting physical movement were the least used and least wanted supervisory behaviors. (Author/LL)