The article examines Danish pedagogue students' supervision during their placement periods in early childhood settings. Throughout the long history of Danish pedagogue education, discourses relating to the placement element have been located either within a "work" paradigm or a "scholastic" paradigm. These two understandings of the function of placements are analysed and related to the current aim of integrating them. The supervisory roles of both the university college and the early childhood centre are critically examined, with a specific focus on the mentoring role of pedagogues in the centres. Many attend short-term courses, and some enrol for a diploma course. Challenges for the future include the need for more investment and engagement from local authorities, centre directors and university colleges.