Being ready to supervise is an important entry-level skill for student affairs professionals. This study was conducted to ascertain the level of education student affairs professionals receive prior to their entry into the profession. I sought to understand how new professionals in student affairs learn supervision skills. The participants' professional functional areas included residence life, academic advising, dean of student's office, and admissions. A three-interview series approach was used to answer the research questions. The study primarily explored three areas: (a) skill development, (b) student affairs preparation programs, and (c) socialization into student affairs. The participants placed emphasis on how they learned supervision skills from their supervisor. An interesting finding was that, if their supervisor had not been trained or had not had course work on supervision, the entry-level professionals were learning supervision skills from someone who was untrained. What I did not expect was the use of the term "micromanage" as a way to define what supervision is and what it looks like, an area that I will continue to explore. The findings of the study may be used to assist student affairs master's preparation programs to develop courses that will provide training and skill development in supervision.