Despite the complex emotional and interpersonal challenges inherent therein, credential students often comment that their student teaching experience had the greatest influence on their development as new teachers. An essential component of teacher education programs, the field experience serves many purposes. Although the theoretical potential for addressing problems of the field experience with technology is high, little is known about the actual application of technology to support student teachers during their field experience. Concerned that the current, traditional model of student teacher supervision was out-of-date and unresponsive to current research on how students learn to become teachers, the College of Education at San Diego State University spearheaded a project to re-imagine the field experience. In an effort to build a field experience that was cohesive, connected to and reflective of the university curriculum, and bridged theory and practice, an instructional program was created for the field experience that included a web-based course management system as the tool for addressing issues associated with field experience. The process of using online technology to support the student teachers in the field was coined "eSupervision." The purpose of this article is to describe the eSupervision program and report its effectiveness based on data collected from the first year of implementation. The authors describe the participants, data collection method and analysis, and provide a discussion of the results. They conclude the paper with recent improvements to the program and suggestions for further study. (Contains 1 table.)