The clinical aspects of teacher preparation are critical to the development of able novice teachers, and university supervisors are well positioned to focus on the learning of teacher candidates within these placements. This article reports on findings from a qualitative interview study exploring 10 university supervisors' practices, particularly as they relate to teacher candidates' perceived abilities. The findings suggest that these supervisors provide feedback on the technical aspects of teaching to candidates they perceive as struggling, and broader and more complex feedback to those they perceive as excelling. The exception to this pattern is in relation to engaging students and classroom management, where excellence is assumed to have roots in natural ability. Implications focus on supervisors' roles within teacher preparation programs and areas for professional development.