I Have Done three types of supervision with trainees of the New York C. G. Jung Training Center: individual supervision with trainees on cases from their own practice; individual supervision with trainees on their assigned clinic cases; and small group supervision (ideally, just six students) in a clinical seminar required in our training curriculum, where trainees take turns in presenting cases. My criteria for assessing a student's progress turn out to be the same in all these kinds of supervision: growth in the student's professional skill and personal identity. For, finally, I assess ‘progress’ in terms of the way a student finds and creates his, or her, own personal style of being a Jungian analyst.