Fundamentally, we want supervisees and supervisors to generate enthusiasm to form a dynamic and long-lasting relationship to supervision. Strong supervision ultimately provides better services to individuals and communities that engage in art therapy services. This chapter provides a working definition of supervision, includes a table that illustrates the differences and similarities between the practice of art therapy and clinical supervision, and offers a historical timeline of the roots of supervision to ground readers in the work. When reasons and expectations of art therapy supervision are made clear, supervisees have a greater likelihood of being actively engaged in the process. Likewise, supervisors can provide more effective supervision when implementing a clearly defined model. In best practice, supervision requires planning and understanding of the three key components of supervision (educative, supportive, and administrative) and implementing theoretical approaches. Being purposeful in supervision, including an intentional awareness of race, gender, and other differences, is highlighted along with the crucial role of artmaking and the art, which is what sets apart art therapy supervision from other types of clinical mental health supervision. This chapter includes a clinical supervision vignette by the second author, and arts-based practice prompts for supervisees and supervisors to better integrate the complexities of supervision.