The purpose of this qualitative, descriptive case study was to investigate the perceptions of administrators, teachers, and paraprofessionals with regard to the nature and effects of the type and amount of supervision paraprofessionals receive from classroom teachers and school administrators. It also examines perceived barriers to providing appropriate supervision to paraprofessionals, and factors or strategies that may facilitate effective supervision of paraprofessionals in the elementary setting. As the roles of paraprofessionals change and the responsibilities increase, appropriate and adequate supervision of paraprofessionals is a necessity. Classroom teachers have many roles and tasks they must accomplish in a given day. As a result of needing to divide their time among competing demands, the teacher as a supervisor must be able to multi-task, otherwise it becomes difficult to identify priorities and strategies for success. Pickett (2007) defined the role of teacher as a supervisor to include setting goals and planning for paraprofessionals working in the classroom, scheduling and assigning duties, directing and monitoring the work of paraprofessionals, providing feedback about on-the-job performance, and coaching paraprofessionals. Administrators have a responsibility to establish performance standards for their personnel, provide feedback, and to conduct annual performance reviews and evaluations. In addition, they should ensure that teachers are oriented and prepared for their supervisory roles with paraprofessionals. Over the past two decades, however, school administrators, state education agencies, and institutions of higher education have paid little attention to establishing paraprofessional core skills, determining specific qualifications for paraprofessional employment, developing criteria for advancement of paraprofessionals, and generating standards for supervision and evaluation of paraprofessional performance (Pickett & Gerlach, 2003), despite legal requirements whose purpose are to ensure that paraprofessionals are supervised by highly qualified educators. Predominant themes emerging from the data included: (a) Administrators, teachers, and paraprofessionals lack a clear understanding of the role of that paraprofessional; (b) there is not agreement on who is providing supervision to paraprofessionals; (c) paraprofessionals are either not monitored or are unsure if any monitoring occurs; (d) monitoring occurs through formal observation; (e) student needs take priority over clerical tasks; and (f) teachers do not receive much, if any, supervisory training. [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.]