Despite issues of fragmentation, isolation, and disconnection from the university associated with the student teaching field experience, the field experience plays a critical role in teacher education. In this article, the authors provide an overview of eSupervision, a technology-based innovation to improve the student teaching field experience by using cognitive apprenticeship as a framework for its design. They present findings from a pilot study that focused on the effectiveness of the cognitive apprenticeship and technology design elements. Using qualitative methods to analyze interviews of the participants, they found eSupervision functioned to support a cognitive apprenticeship through modeling, scaffolding learning, coaching, and providing opportunities for articulation and reflection within a community of learners. The authors conclude with suggestions for implementation and further research. (Contains 2 tables.)