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This study examined the effects of a clinical supervision course on cooperating teachers' supervision of student teachers. Participants were cooperating teachers enrolled in a clinical supervision class in which supervision strategies were introduced and modeled. Before supervision theories and techniques were introduced, participants completed interviews that asked how they provided feedback to student teachers. Most reported using informal conversation, and some indicated formal observations. Throughout the course, the instructor introduced and modeled several observation strategies: selective verbatim, verbal flow, at task, class traffic, interaction analysis, anecdotal notes, global technique, narrative technique, and observation checklist. Cooperating teachers were not mandated to try every strategy as part of the course. During the semester following the course, 11 participants worked with student teachers. Researchers observed a post-observation conference by each cooperating teacher to determine whether any of the techniques from class were evident. Six cooperating teachers implemented only one newly learned supervisory technique after the course ended. Ten cooperating teachers continued to implement techniques they had used prior to the supervision course. Teachers reported that the course helped clarify what the university wanted its students to accomplish and what assistance was available to them in working with student teachers. (Contains 14 references.) (SM)