Practice supervisors play an important role in the success or failure of early childhood education: they support interns in daycare centres and thus act as a mediating link between what has been learned in the field or at university and the actual professional practice. In doing so, practice supervisors move in a field of work that is characterised by high expectations of their task, but so far offers few binding structures for this. The reconstructive study provides an insight into the professional self-image and other orientations guiding the actions of supervising professionals.