Although PhD supervision has been recognised as an educative process and a complex pedagogy for decades, there is little research into on-site pedagogic processes. Informed by social constructionism and a Foucauldian approach, this qualitative case study explores how learning opportunities were created by analysing both a supervisor's verbal interventions and a supervisee's verbal responses during face to face PhD supervisory talks. Audio recordings were gathered over one semester and transcribed verbatim. Findings suggest that face to face supervisory talks create empowering pedagogic forums for the supervisee to proactively and reactively speak her mind and learn to make decisions based upon supervisors' authoritative and facilitative interventions. Hopefully, this study adds to doctoral pedagogy with an idiosyncratic practice and empirical evidence, thereby, it invites future interested researchers' interpretations of their context-specific supervision.