The first section of this paper describes the strategies that a veteran teacher developed during a study of supervision undertaken while supervising interns in a preservice practicum. These strategies were supported by the practical knowledge gained from 15 years of classroom teaching, study of clinical supervision, knowledge of models of teaching, and the skills of modifying instructional tactics to suit individual learners. The analysis revealed that the purposes for supervision of interns were consistent from intern to intern, but the strategies used to serve those purposes varied according to the intern's characteristics, the requirements of the lesson, the context of the classroom, and the intern's response to the supervisor's efforts. With the steps of platform-based clinical supervision as an organizing framework, the paper describes the pattern of learning that the interns and the novice supervisor experienced. Vignettes of interactions between the supervisor and interns drawn from the documents created during the sequences illustrate the use of strategies and the results for interns as well as the reflection that guided the supervisor's practice. Parallels are drawn to the learning experiences of students, interns, and supervisors as each learned through reflection on experience with the assistance of a more knowledgeable person. The paper concludes with a description of the joy and satisfaction experienced in learning to supervise preservice teachers. The second section of the paper is the program coordinator's commentary on the supervision strategies. (Contains 13 references.) (Author/ND)