Educational legislation mandates that all students, including those with disabilities, be provided a free and appropriate public education (IDEA, 2004). Students with low-incidence disabilities, such as autism spectrum disorders and cognitive disabilities, may have challenging needs that often warrant additional support (i.e. a paraprofessional) to help them access the general education curriculum. As the number of students with disabilities in need of special education services grows, so does the use of paraprofessionals. However, it is known that training for paraprofessionals is very limited. While special education teachers are responsible for supervising the paraprofessional in the classroom, training in supervision for special education teachers is limited to non-existent. Effective supervision and teamwork through communication and shared goals have been shown to be key to a positive working and learning environment (Delvin, 2008; Carnahan et al., 2009; Lynch & Irvine, 2009). However, information about the supervision and teamwork between the supervising special education teacher and the paraprofessional and the subsequent impact on student outcomes is relatively unknown. Using survey methodology, this study aimed to find: (1) the amount of supervision education obtained by special educators, (2) how the amount of supervision education received by special educators related to perceptions of supervisory practices as measured by the "Perceptions of Supervision" survey (3) if there were significant differences in the perceptions of supervisory practices between paraprofessionals and their supervising special education teacher (SET), (4) what were the reported characteristics that made for successful supervisory practices from SETs' and paraprofessionals' perspectives, and (5) what was most effective and least effective to improving student outcomes (academic and social) with regard to supervision. A total of 107 participants (86 SETs and 21 paraprofessionals) completed the "Perceptions of Supervision" survey. Results indicated that supervision education is moderately to highly correlated to supervisory practices. There were also significant differences between SETs and paraprofessional in the areas of Evaluation and Performance Monitoring, Task Delegation, and Working Relationship. The selected sample of SETs and paraprofessionals who perceived successful supervisory practices generally matched the sample at large. Communication, feedback, and teamwork were noted as necessary components of supervision that impact student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]