This study aims at analyzing supervisory talk and student-teachers' interpretations of it in order, to find out the qualities that characterize successful supervision which leads to a change in student-teachers' beliefs. To achieve this, supervisory feedback sessions with four supervisors were recorded, transcribed and then analyzed for linguistic and interactional features that appeared in conversations in these sessions. To have a deeper understanding of how the student-teachers perceive the feedback sessions, they were asked to fill in a feedback form after each session. The student-teachers were also interviewed regarding the effectiveness of their feedback sessions with their supervisors. By triangulating the data gathered from the analysis of transcriptions with student-teachers' interpretations compiled from feedback forms and interviews, key conversational features with specific reference to speech acts associated with successful supervision were identified. In addition, supervisor behaviors that student-teachers view as most contributing to the success of the supervisory feedback sessions were also discussed.