This study on the role of university lecturers in supervision of practicum experiences for preservice teachers is based on a literature review that examined the ideal and actual characteristics, roles, responsibilities, tasks, and activities of university supervisors. A survey was conducted of 52 university supervisors, 93 supervising teachers, 35 school coordinators, and 79 student teachers in the practice teaching program for preservice teacher education at the Queensland (Australia) University of Technology. The survey questionnaire gathered data concerning ratings of actual and ideal supervisory elements in personal, professional, and procedural categories, and ratings of characteristics of practice teaching schools/centers. Results indicated that student teachers (compared to the other three groups) recorded the highest discrepancy scores between actual and ideal characteristics of university supervisors. University supervisors were seen to be most lacking in consistency, awareness of student teacher individual development, and stating their expectations clearly. They came closest to participant ideals for friendliness, being well-qualified academically, and treating other participants as fellow professionals. Compared to the other three respondent groups, school coordinators perceived the closest match between ideal and actual characteristics of university supervisors. (JDD)