The supervision of the psychoanalytic student is not merely an opportunity to teach technique but is much more valuable as an opportunity to provide knowledge of the student's unresolved neurotic difficulties and how they interfere in his work with his patients. This can best be seen in the problems of transference and countertransference that occur during the student's work with his patient. Supervisory work is therefore not primarily a didactic procedure, but is a continuation of the student's personal analysis. The authors believe that the supervisor should take an active part in interpreting the manifestations of countertransference to the student, and should also see to it that the student makes an effort to work through those reactions with his personal analyst. In addition to all this, the supervisory situation offers a very important opportunity