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A critical if not superordinate task of the psychoanalytic supervisor has long been and continues to be the identification, facilitation, and evaluation of candidate or supervisee psychoanalytic competence. Considered study of actual supervisor competence itself, however, has largely been absent from the psychoanalytic literature. We lack for systematic and substantive attention to defining and conceptualizing psychoanalytic supervisor competence, identifying specific competencies deemed most important for psychoanalytic supervisors to possess, and examining the manifestation of those competencies across the spectrum of supervisory process. In this paper, I attempt to give some attention to those issues by (1) assembling and organizing a host of seemingly important, historically durable, and ever-enduring psychoanalytic supervisor competencies, and (2) locating those competencies within four frameworks that can be used to structure and contain the supervisory process—the participant-observational, conceptual, interventional, and evaluational (Szecsody, 2008; Tuckett, 2005). If we are to most effectively engage in supervisory practice, most meaningfully train supervisors in how to supervise, and most incisively study supervision process and outcome, then more specifically defining and delineating the domain of supervisor competence and competencies would seem to be the sine qua non. What follows, then, is presented as more stimulus package than otherwise—a tentative, preliminary, admittedly imperfect competencies-by-frameworks proposal that is designed as a means to focus attention on and provoke discussion about what is seemingly a supremely important yet much neglected topic area in psychoanalytic supervision.