ABSTRACT
This collaborative autoethnography (CAE) examined how experiential andragogy, intentionally integrated into a doctoral internship course, shaped the development of novice supervisors. Grounded in experiential learning theory, we reflect on our experiences of supervision-of-supervision and highlight the value of experiential approaches in strengthening supervisory identity and skill development, while bridging the gap between theory to practice. Using a CAE design, we analyzed post-course reflective journal entries using thematic analysis to identify patterns across our experiences. We identified four interrelated themes: contributing factors, occurrences, outcomes, and synthesis.