In the past decade, as the clinical component of teacher education has gained increasing attention, it makes sense that the supervision of those field experiences should also garner attention. This comprehensive, qualitative meta-analysis used the findings from 69 studies published between 2001 and 2013 in the field of preservice teacher (PST) supervision as data to address the question, What can we learn about PST field supervision since the publication of the NCATE PDS Standards? Findings suggest that despite a lack of a common definition and a common conceptual framework, PST supervision within field experiences is expanding and becoming more sophisticated, indicating that perhaps the increased call for collaboration and school–university partnerships is contributing to this complexity. This warrants greater attention to, increased resources for, and common nomenclature in PST supervision.