This study is a qualitative case study of the first year experience of a novice supervisor in a Professional Development School (PDS) context. It describes the experiences of a classroom teacher who assumed the role of Professional Development Associate (university supervisor) as seen from four perspectives, mentors, interns, self and researcher. The portrait that evolved resulted in a beginning conceptual model for understanding supervision in a PDS context that served as both a methodological finding and a tool for analysis. This case provided a detailed description of the implications of supervision on mentors and interns, and it also showed how a novice supervisor learned in a PDS context as a community of practice. The findings have implications for understanding supervision in a PDS context and supporting meaningful professional learning of supervisors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]