This paper reports on a longitudinal study of student teachers' perceptions of their supervision by cooperating teachers and university supervisors at a small state university. An open-ended survey gathered the opinions of 469 student teachers. Researchers coded survey responses to identify common themes about important skills or characteristics of successful cooperating teachers and university supervisors. Results highlighted 11 themes regarding cooperating teachers' supervision: guide, feedback, expert, style, power, welcome, support, ideas, cooperating teacher choice, evaluation/grades, and triad of student, cooperating teacher, and university supervisor. There were nine themes regarding supervisors: visits, support, help, feedback, availability, expectations, guide, the triad, and grades. Results suggest that workshops and training materials for cooperating teachers and university supervisors should focus on themes that are both important to student teachers and changeable. It appears that it is important and possible to help cooperating teachers learn how to give feedback to student teachers about their teaching and how to guide them through the student teaching semester. It is necessary for university supervisors to give feedback and support as needed throughout the student teaching semester. Cooperating teacher selection criteria should focus on most important but less changeable characteristics. Universities should select cooperating teachers who are regarded as expert teachers and supervisors who have ideas to share with the student teachers they mentor. The student teacher survey is appended. (SM)