This dissertation examines the evolution of supervision among new student affairs professionals, exploring the transformative journey from graduate school to full-time roles. Drawing upon qualitative research methods, the study delves into the experiences and perceptions of new student affairs professionals as they navigate their supervisory responsibilities within the first five years. Through thematic analysis, the findings reveal several key insights. Firstly, graduate assistantship experiences serve as foundational pillars, providing invaluable opportunities for anticipatory socialization and skill development. Secondly, the importance of formal onboarding processes emerges, highlighting the need for tailored training initiatives to address knowledge and skill gaps in supervision. Thirdly, peer learning and mentorship are identified as crucial elements in the professional development of new supervisors, emphasizing the significance of fostering supportive networks within the field. Finally, reflective practice emerges as a cornerstone in the evolution of supervision, underscoring the importance of ongoing self-reflection and continuous learning. These findings offer practical implications for enhancing training, onboarding, mentorship, and supervisory practices in student affairs. By implementing recommendations derived from this study, institutions can better support the professional development and success of new supervisors, ultimately enriching the student affairs landscape. [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.]