Prompted to discover what makes a good graduate student supervisor, scholars from two large research universities conducted a qualitative study in which alumni of the institutions' student affairs preparation programs were asked to nominate exceptional supervisors they had as graduate students. Nominated supervisors were invited to interview and share their experiences supervising graduate students. The supervisors interviewed displayed adaptability, individualization, and a focus on graduate student learning. More often than not, this went hand-in-hand with granting graduate students the agency to handle projects that took them out of their comfort zones. Many supervisors also emphasized relationship-building with their graduate students. They considered this to be integral to building mutual trust and respect. Overall, these supervisors created an individualized work experience that focused on student learning, agency, and mutually positive and trusting relationships. Equipped with a sense of outstanding supervisor/ee relationships and practices based upon the findings of the study, this article offers suggestions developed to address how graduate students can make the most of their supervisory experience.