University supervisors perform a variety of roles and functions as they support teacher candidate growth. However, supervisors receive little training, resulting in misunderstandings about assessment expectations, perceived position roles, and teacher candidate coaching or feedback inconsistencies. This study was an examination of how university-led professional development/training sessions contribute to university supervisors' perceived preparedness in supporting teacher candidates through the POP cycle performance assessment. A mixed methods training evaluation was an appropriate approach to gain insight into the perspectives of university supervisors on the effectiveness of the university-led POP cycle as they supported teacher candidates' training evaluation. Surveys were the instruments used to collect qualitative and quantitative data through closed- and open-ended questions. Program effectiveness analysis occurred using the New World Kirkpatrick model through four assessment levels, and the results showed the professional development/training sessions were effective. Survey analysis showed an increase in perceived preparedness at the end of the semester and after the training. The study's findings indicate that the university supervisor training positively influenced the teacher candidates' performance assessment experiences. A recommendation of this study is the need to support new supervisors with an induction program with clearly defined roles, responsibilities, and duties and professional development and 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.]