This model of student teacher supervision focuses on providing new lenses through which teacher candidates can view and interpret their own perspectives. The model further assists teacher candidates in broadening their vision to develop an increased awareness of diversity and a need for multiple teaching strategies. This supervision approach includes: self reflection; reflective supervision; reflecting in journals; reflecting on personal teaching; reflecting on action research in which student teachers design an original case study gathering demographic information about an individual child; and reflecting on teaching styles, thinking styles, personal highlights and concerns of the teaching experience, and parenting styles. By examining the way they themselves learn and interact with others, teachers may become more sensitive to individual differences within their own classrooms. University supervisors who model shared reflection and discuss their metacognitive awareness of how they process multiple perspectives can share a rich reflective environment with teacher candidates. The appendix provides a two-part thinking and learning styles model for promoting perspective taking. (LL)