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This study investigates the interactive relationship dynamics between supervisor and supervisee as a prerequisite for “Learning from Experience” (Bion, 1962) as an emotional experience. Using a complementary questionnaire developed by the researchers and modeled on the Zentrales Beziehungskonflikt-Thema (ZBKT; Central Relationship Conflict Theme) steps, a total of 205 participants—including 78 supervision dyads—were surveyed. In the process, fits and discrepancies between supervisors and supervisees, beginner and advanced supervision dyads, as well as between study participants from the fields of adult and child analysis became evident. In addition, it was possible to distinguish diverse styles of wishes (about supervision) of the supervisees, differing styles of supervision of the supervisors and the resultant differing styles of reaction of supervisees to the interventions of supervisors. Most important, those supervision experiences that not only impart knowledge and analytical competence (Tuckett, 2007), but also integrate relationship competence in their work model led to the significantly highest values of identity development (of the supervisee) and satisfaction (of both parties). We discuss the results and come to the conclusion that a multifocally based concept of supervision should be geared toward professional and relationship competence, which includes patient-centered work, as well as the work of experiencing the supervision dyad.