While the importance of multicultural competence among practitioners and clinical supervisors has been explored in the psychological literature, these examinations give little attention to issues of social class and poverty. The author suggests five interrelated areas for supervisory action to enhance supervisee competence in the context of poverty. Supervisors may (a) provide supplemental curricula on social class, (b) help supervisees explore class privilege, (c) process supervisees' reactions to poverty, (d) apply social justice tenets in supervision, and (e) teach flexible approaches to interventions. These suggestions are framed within the field's growing emphasis on competencies and its larger service commitments to people living in poverty.