Supervision is rendered vastly complex by the multiplicity of individuals involved: supervisor, student, patient, the student's analyst, possibly other previous supervisors, and members of institute committees. The interaction between these elements is further complicated by their acceptance or rejection of the student or of his particular training. Too often the student is further hampered by unresolved transference to his own analyst. Informal seminars of training analysts could help reduce the confusions and conflicts that interfere with training. Personal and doctrinal differences should not prevent exploration of the problems involved.