This paper discusses the theoretical assumptions of the triadic method, the structure of the triad, and the processes involved in triadic supervision. The triadic method represents an attempt to create a means of supervision which will help counseling practicum students develop a more positive attitude toward supervision; will enable them to become skillful in the fundamental processes involved in supervision; will train them in the art of effective criticism; and will be adaptable to a wide variety of educational and vocational settings. Triadic supervision involves three students who, on a rotating basis, assume the roles of the supervisee, the commentator, and the facilitator. The author explains the function of each person in the triad, giving particular attention to the functions of the facilitator and the role of the counselor-educator. This article is intended to accompany a videotape which depicts the use of the triadic method in the training of counseling supervisors. This paper also includes an address to which those requesting more information on the videotape may write. (Author/KRP)