Self-care (broadly defined as engaging in behaviors that support one's own health and well-being; Lee & Miller, 2013) is understood as an important aspect of occupational and personal health. Self-care is particularly salient in human service careers such as school psychology. This article explores the role of supervision in developing self-care skills for graduate students in school psychology. Two case examples are provided from a school psychology doctoral program. After each case example, related literature is reviewed. The article concludes with recommendations for school psychology trainees, supervisors, and researchers.