Paraeducators provide important support and instruction to children in educational settings. As classroom leaders, general education and special education teachers must provide quality supervision and professional development for the paraeducators working in their classrooms. Despite the infusion of paraeducators in educational settings over the past several decades, issues continue to exist concerning the supervision and professional development of these individuals in school settings. Many teacher education programs emphasize strategies for classroom organization and managing student behavior, but few offer meaningful coursework or guidance to prepare teachers for supervising other adults. This disconnect often occurs because teacher preparation preservice instructors have limited, if any, experience working in schools and directly supervising paraeducators. Their supervision experience is often limited to discussing hypothetical situations that are not contextually based. Thus, teachers, especially those who serve students with more intense needs, report collaboration with and supervision of paraeducators and other adults as challenging aspects of their first years in the classroom. In this article, the authors describe a systematic approach for teachers, which includes processes for: (1) supervising staff training; (2) inservice strategies; and (3) problem-solving strategies. The authors suggest that a systematic approach minimizes challenges that go along with supervising adults in the classroom. In addition, these processes have the possibility for establishing a productive learning environment for educators and students. (Contains 7 figures.)