The perceptions of both supervising and student teachers were studied regarding the actual and preferred supervisory behaviors of selected supervising teachers. The Supervising Teacher Behavior Dsecription Questionnaire (STBDQ), Form 1, was administered to all student teachers at Mississippi State University as well as to each student teacher's principal supervising teacher in the spring of 1988. The STBDQ is an ordinal scale that yields a total score, three dimension (directive, collaborative, and non-directive) scores, and three subscale (instructional planning, instructional management, and instructional evaluation) scores. A total of 66 student teachers and 66 supervising teachers completed the STBDQ. Analysis of variance was the principal statistic used to analyze the data. Results indicate that the efforts of the State Department of Education and the University to standardize the practices of Mississippi teachers have been successful. However, standard instructional planning, management, and evaluation practices are no indication of either good or bad teaching. Rather, the results only indicate that students and supervising teachers perceive supervisory behavior in very similar ways and that they desire few, if any, changes in the behavior. These findings differ from those of earlier studies concerning the STBDQ. Thirteen data tables are provided. (TJH)