The challenges in supervising an experiential-interpersonal treatment like FAP are complex. The present paper addresses this complexity by describing three different supervision contexts. Each of these is defined in relation to specific supervisee needs: skills development; therapist difficulties and skills integration. Each context supports different strategies to keep the therapist adequately focused in-session. Vignettes are used to illustrate the usefulness of separating the three contexts. Specific instructional strategies are suggested for the context of skills development. In the context of therapist difficulties, supervisors may identify and challenge dysfunctional patterns in the therapist's behavior that compete with an adequate focus. In the context of skills integration, experiential work may be done to enhance therapists' sensitivity to client behavior and to the impact their style has on the client.