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Empirical studies until now have not been rigged for documenting the personal changes taking place in trainees when learning to work in the transference by conducting therapy and receiving supervision. The aim of this pilot study is to explore how we can start investigating such a complex learning task. The research question is: During the corresponding therapy and supervision processes, how does a psychology student in a professional-oriented psychology study programme learn to contain and intervene in the transference here-and-now in the therapy relationship with the help of supervision? This qualitative, single-case study is part of the ongoing Nordic Psychotherapy Training Study (NORTRAS). Relevant data from video recordings of therapy and supervision sessions and research interviews are selected and triangulated in the data analysis. In the results, a transformative learning process is described where the therapist during the process became able to formulate in words emotions that initially were communicated through anxieties, projections, somatizations, and avoidance responses and to start talking with the patient about these feelings. The supervisor supported the process by her containment and psychoanalytic listening and knowledge, and by offering suggestions for interventions.