Supervision is intrinsic to institutional-based research projects as it acts as a catalyst for the successful execution and completion of said projects. If students are to be independent in research and learning, they need to experience a supervision approach that supports their engagement in learning dialogues alongside their supervisors. This article explored undergraduate research supervision in a Malaysian university. Data were collected using individual, semi-structured interviews with students and supervisors. Findings indicated that undergraduate supervision was perceived and practised as a traditional, supervisor-centric process. The paper argues that a psy-supervision approach which focuses on the academic and pastoral aspects of supervision is catalytic to producing independent and active students in research and learning