Poor supervision has long been cited by new student affairs professionals, particularly practitioners of color, as a factor contributing to their early departures from the field. This, coupled with the hierarchical and often authoritative structures of higher education, has led to practitioners of color feeling burned out and often devalued in their positions. This article discusses the importance of liberatory supervisory practices, specifically centering the supervision of new student affairs practitioners of color, that are grounded in care, compassion, and collaboration. Using composite narratives, this article discusses scenarios taken from a larger research project and then uses a supervisory framework to promote liberatory practices. This framework includes working to fracture dominance and oppression; understanding the importance of engaging in dialogue, agency, and collaboration; supporting healing and well-being; and engaging in accountability, compassion, and self-reflection. The article includes questions to guide critical reflection on supervisory practices. [Discussion questions prepared by Connor-Michael Weir.]