Supervision is an integral part of training for graduate-level psychologists and is often a catalyst for professional growth and identity development. This paper is intended to be a qualitative resource for psychological trainees and supervisors alike, as 3 women share encounters of supervision across diverse graduate-level training experiences. Within each lived experience, the authors explore critical exchanges that sparked personal and professional identity development related to caregiving, self-care, and interactions with gender and power. Developmental theories of supervision will be explored through the Competency Benchmarks Model, with a focus on core competencies as one moves through practicum experiences, internship, and postdoctoral studies (Fouad et al., 2009).