An investigation of the School Psychology Program at the University of North Carolina at Chapel Hill (UNC-CH) was designed to identify the components of effective supervision in the clinical setting. A survey was conducted of students' (school psychologist trainees) and their supervisors' perceptions of the amount of time spent during supervision in various activities and of activities that were the most or the least beneficial. Across the three years of training, there was consistent agreement among students and supervisors that the bulk of supervisory time was and should be devoted to technical issues, somewhat less time should be spent with personal-affective concerns, and the least time with other activities, including administration. Students and supervisors also agreed that important trainee behavior included ability to make presentations clearly, assertiveness, consideration of feedback, and preparation. These findings accurately reflected the existing structure of training at UNC-CH and suggested that there are ways of viewing supervision which are held in common with other disciplines. (Authors/JD)