This study investigated the assignments of both male and female student-teacher supervisors to check for equity of assignment, utilizing gender as one of the variables. A task analysis was done using real data from an unidentified university in Indiana. It was determined that the most important considerations for task analysis of the college supervisors' positions were: the number of student teachers assigned to a supervisor, working within one's own specialty area, distance traveled, clustering (the assignment of several student teachers to one building), and the number of required or expected visits to be made by the supervisor. It was found that females enjoy more privileges than males, and that Midwest Community Secondary School Retirees (MCSS), or a combination of these two factors (female and MCSS), appeared to be associated significantly with more assignments within one's specialty area, higher clustering, less travel, and fewer visits. Several recommendations are made for preventing future inequities. In addition to utilizing a task analysis approach, several other possible ideas are stated for reaching parity of assignment. (Author/JD)