The CBT therapist who wishes to develop his/her supervisory skills has available a menu of workshops/courses with varying degrees of allegiance to a CBT framework. Even explicitly CBT supervision workshops/courses may vary in their emphasis on formulation vs. diagnosis-specifi c protocols. Attendees at a supervision course/workshop may therefore have different defi nitions as to what they are about; some of these defi nitions may be congruent with those of the organisers, others may not. It can be asserted that there are certain core processes involved in supervision, in which the potency of supervision lies, and these are therefore justifi ably the focus in supervision training. But the evidence base for the effi cacy of supervision as a whole, much less its components, is slender, making a focus on the ‘active ingredients’ of the process problematic. Yet, in the interest of Continuing Professional Development the CBT therapist is likely to ultimately fi nd themselves on a supervisory workshop/course. In this chapter the focus is on normalising a would-be supervisor’s response to the vagaries of supervision training and on suggesting what should be the essential ingredients of supervision training. The diffi culties for would-be and actual supervisors attending such courses/workshops are highlighted in the following fi ctional group (Table 11.1).