Team supervision of PhDs is increasingly the norm in Australian and UK universities; while this model brings many improvements on the traditional one-on-one research supervision, it also introduces new complexities. In particular, many students find the diversity of opinions expressed in teams to be confusing. Such diversity in supervisor feedback is often experienced as unsettling, and the study indicates that students generally seek consensus from their supervisory team. The power dynamics existing in the relations between team members in this situation need to be carefully considered, and supervisors must be alert to the ways in which doctoral students can be effectively and productively inducted into the norms of academic debate and collaborative research projects. The paper explores the implications of diversity in feedback in relation to developing a pedagogy of supervision.