A growing body of research and literature describes a move to collaborative supervision of teaching. Is this process-based model reflected in supervisory practices adopted by supervisors when they work with marginal teachers--those whose teaching verges on the unacceptable? This study explored teachers' support for administrative practices implemented in response to marginal teaching. The research incorporated a mixed (quantitative and qualitative) study design. Major findings revealed that administrative responses could be categorized as compensatory, formative, normative, summative, or disciplinary. Teachers were most supportive of formative supervisory practices that were implemented with a goal to assist marginal teachers to improve and least supportive of compensatory and disciplinary strategies. Further, the context of marginality was a primary factor influencing teachers' support. Unique to this study was the emergence of three discernable types of marginal teaching: Flotsam, Jetsam, and Club Med.