The preservice preparation of Aboriginal teachers has grown in importance in Saskatchewan in recent years. This study describes how one extended practician supervisor with the University of Saskatchewan used the Contextual Supervision (CS) model during his internship duties with several Aboriginal teacher interns and their cooperating teachers. The purpose of his application of CS was to assess its effectiveness and to validate its actual use, in that context. The findings, con­sistent with evidence accumulating from a modest number of studies of CS, sug­ gest that the model has definite potential to improve the supervisory process with Aboriginal neophyte teachers.