This paper describes a study that investigated the effects of participation in collaborative supervision on the ability of individuals to perceive the helpfulness of others' responses, their ability to make helpful responses, and their perceptions of themselves and others as helpers. Subjects of the study were 44 student teachers and their cooperating teachers, who were randomly selected from ten student teaching centers in Tennessee. Subjects were randomly divided into a control group that followed the usual pattern for student teachers at the University of Tennessee and an experimental group. Experimental subjects received training in collaborative supervision skills and then were assigned for ten weeks to five collaborative teams consisting of two or three student teachers and their cooperating teachers. Three instruments were used as pretests and posttests to assess the impact of participation in the collaborative supervision program; these included an "Index of Responding," an "Index of Perceiving," and a semantic differential instrument. (Author/JG)