The study attempted to determine whether monolingual English-speaking supervisors and bilingual-bicultural supervisors would provide markedly different supervision management to bilingual (English-Spanish) student clinicians in audiology/speech pathology. After viewing each of 10 video-tapes of Spanish language therapy sessions for 2 preschool bilingual females, 2 bilingual and 2 monolingual supervision judges rated the clients' and the clinicians' cognitive, linguistic, and social components of communication and suggested the next step in the supervision of the clinician. The result of a chi square analysis showed no statistically significant differences in the way bilingual and monolingual clinical supervisors judged the clinicians' or the clients' behavior, in the types of supervisory decisions they made, or in individual supervisor judgments. The predominant supervisory strategy of conferring with the clinician confirmed conferences as critical to the supervisory process. Because of the small sample size, results should be viewed with caution. Further studies are suggested to determine whether bilingual/bicultural sensitivity training and critical skill training can make a difference in supervision and to examine the emphasis to be placed on the linguistic components of communication, the amount of oral language used in therapy, and the effect of tasks on supervisors' judgments. (SB)