If the needs of the student teacher are to be met, he must be regarded as "a thinking, reacting, growing, and changing near-professional person." This, however, can not occur if his teacher supervisor has unwillingly accepted his own supervisory position, having been pushed into it by administrative pressure. The teacher supervisor who accepts such assignment with unvoiced unwillingness is himself not a free individual. It follows that, excluding those who actively seek the task of supervising student teachers, "those who accept student teaching supervision are automatically less qualified than are those who reject such assignments." To be fully effective, teacher supervisors must possess "an honest, positive, and unequivocal desire to participate." To obtain volunteers of this quality, the conditions for such work must be enhanced. Money is the most obvious enhancement; returns in improved teaching would be well worth the extra financial expenditure. (SG)