Seven myths about counselor supervisor roles and activities are identified. These include myths about theory, roles, process, and professional issues. Suggestions are given for improving the congruence between supervision literature and actual practice.Although the counselor supervision literature offers a rich source of information about supervise needs (cf. Whiteley, 1982;, it has given less emphasis to the clinical supervisor's issues. Some descriptions of supervisor roles exist, but they seem closer to myth than to reality because they do not match actual practice. In this article, we specify seven myths about supervision theory, roles, process, and professional issues, and offer suggestions for furthering knowledge of the supervisory relationship. The focus is on the clinical supervisor, that is, an individual who promotes the development of supervisee counseling skills (VanZandt, 1986).The myths presented in this article were developed from readings, dialectics, previous supervision experience, and our personal reflections stimulated by a formal course and practicum on supervision. They were further refined by comments from several colleagues also engaged in supervision. Some of these myths have been mentioned by previous authors (e.g., Leddick 8c Bernard, 1980; Styzynski, 1980), who referred to them as "assumptions." The term "myth" suggests a more extreme view, which might be justified if it focuses attention on these issues and stimulates possible solutions.