Beginning with the assumption that any discussion of the university supervisor's role and function must be predicated on the welfare of the preservice teacher, the author surveys the complex of preservice field experience and its supervision, and proposes a new role definition for university supervisors as "instructors of supervising teachers." In this survey, the author examines (1) physical education student teacher morale in nine areas; (2) supervising teachers' opinions on selected competencies required of student teachers; (3) historical antecedents and present realities of preservice field experience; (4) the role of the university supervisor as presently understood at the author's university; (5) pressures forcing a reexamination of this role definition; and (6) a proposal for an "extended faculty outlook" in which the supervising teacher, after training in supervision techniques, is regarded as a field-based associate of the university. The review is concluded with four recommendations: (1) that a graduate program be devised to prepare teachers who desire to be supervisors of field experiences; (2) that the role of the university supervisor change from being a supervisor of student teachers to an instructor of supervising teachers; (3) that additional pay and faculty status be given to those supervising teachers who have completed the "extended faculty" program; and (4) that the physical education department at the author's university become a "model" program implementing the concept of "extended faculty." (MJB)