Many supervisors become supervisors because of experience in the field, not necessarily due to formal training. In this chapter, ideal supervisor qualities are named, including the importance of art being incorporated in supervision sessions – the art of the clients, the supervisee, and the supervisor. Furthermore, we highlight how art therapy supervisors can incorporate socially just art therapy practices with Feminist Multicultural Supervision practices into clinical supervision. Particularly important for first-time supervisors, the structure fosters a mutually supportive alliance building on a supervisor’s commitment to mastering a sensitive balance of skills and competencies, honing applicable personal qualities, and refining the ability to implement timely and appropriate interventions. Equally important is understanding how the social locations of the supervisor and the supervisee define and impact the inherent supervisory power dynamic, requiring the supervisor to appreciate how privilege and oppression is manifested in supervision. We map out the six supervisory roles of coach, therapist, collegial peer, consultant, educator, and monitor onto the three supervisory functions of education, administration, and support. Essential supervisor competencies and qualities, and recognizing important tasks, goals, roles, and interventions are covered, as well as exploring conflict in supervision. We also call attention to providing accurate, reliable, and knowledgeable performance feedback as a way to build the supervisory relationship. The chapter closes with recommended approaches for supervisors to assist supervisees holding different value systems to navigate clinical work. This chapter includes clinical supervision vignettes by the second author, and arts- and writing-based supervision practice prompts for supervisees and supervisors to explore providing and receiving feedback.