This article is a reflection on the Dialogic Pedagogy Journal (DPJ) Special Issue on Supervision and Advisement. Altogether five articles made it through a rigorous double-blind peer review process and crossed the finishing line to become a part of this special issue. Supervision and advisement are areas of education where Dialogic Pedagogy approach is a welcome guest as learning and teaching constructs that are used in these areas require various forms of dialogue. This special issue is a humble but a promising beginning for the special issues on supervision and advisement in this journal. All the studies included in this special issue are good examples of well-done scientific endeavors that can be used as illustrations of how a good piece of research should be executed and reported. However, the question remains if the means of analyses used in these studies are satisfactory enough so that we could understand to the fullest the complexities of the co-lived lives of the participants in supervisory and advisement relationships and co-learned knowledge that all the participants have gained.