The study described in this report examined an attempt to reshape student teacher supervision during the practicum experience by adding a more collaborative dimension. Its purpose was to assess the impact of combination supervision (individual, group, collaborative) on the development of student teachers' perceptions of themselves as teachers, of practice teaching, and of the importance of significant others in the supervisory process; and of their ability to plan for and analyze teaching. The sample consisted of eight early childhood and elementary student teachers, eight cooperating teachers, and two college supervisors. The supervisors worked collaboratively with each other, and they engaged in individual and group clinical supervision of the student teachers. The student teachers did peer supervision in teams of four. The cooperating teachers supervised the student teachers in traditional fashion. Findings indicated that student teachers found the supervisory role of their peers to be significantly more important than the researchers had anticipated; that their ability to critique classroom instruction increased; and that their ability to plan lessons did not significantly improve. While the results of this research are viewed as tentative, there appear to be suggestive evidence to warrant further study. (Contains 28 references.) (LL)