Supervision that provides supports helps students to develop intervention skills and forms a strong professional identity. Yet, the literature on supervision largely stems from Western countries. Less is known about supervisory relationships in countries such as China. This article presents a qualitative case study of three MSW students and two supervisors in Mainland China focusing on how the practice context and Chinese cultural norms intersect with student expectations over a 10-month period. Findings demonstrate important differences between student expectations for supervision and the reality of their experience. These differences are based in current realities but reinforced by cultural norms.

Available online and in print.

Mode of access: Internet.