Supervision of doctoral students is challenging because it is a complex process in which the relationship between doctoral students and supervisors is formed. A good supervision program involves a relationship that depends on certain circumstances, frameworks, prior experiences of supervisors, personalities of supervisors and doctoral students, etc. The supervision relationship requires a holistic approach that needs to be rethought from the perspective of intersectionality, as the perception of supervision tasks by supervisors and doctoral students is generally inadequate. This study aims to examine intersectionality in doctoral supervision in terms of the interrelatedness of inequalities based on identities such as gender, epistemology, culture, class, and sexual orientation from the perspective of supervisors. The goal is to provide an objective look at the complex scene of doctoral supervision today. A conceptual framework is presented to demonstrate the intersectional perspective in relation to the interrelationship of inequalities in the process of doctoral supervision. [For the full proceedings, see ED626668.]