This editorial describes the swinging pendulum of the role of clinical supervision in relation to the clinical skill development of students in athletic training programs. In the past, students working as interns were essentially assistant athletic trainers with little direct supervision, which resulted in decisions being made with less than optimal foundational knowledge. New guidelines established by the Education Reform Task Force of 1995-97 abolished the internship route to certification, and stated that all candidates should complete an accredited program. New standards for clinical supervision required that students be directly supervised during clinical experiences, which has been interpreted by some supervisors in a way that has restricted the development of autonomous decision making skills in the student. There is a middle road between "hovering" supervision and no supervision. Supervision and autonomy are not mutually exclusive. The pendulum must swing back, not to the extent that students work on their own, but that they experience autonomy while being directly supervised. Greater autonomy, by itself however, will not guarantee a strong, competent clinician with excellent clinical skills and the ability to make wise clinical decisions. There are many aspects of clinical education that must work together. This article describes philosophical statements, which if operationalized, will enhance students' development of clinical skills, clinical decision making, and clinical actions.