In this study, graduate students enrolled in an instructional supervision course were taught solution-focused strategies and applied them as they engaged in a clinical supervision cycle with a practicing classroom teacher. Qualitative methods, including in-depth interviews and analysis of written clinical supervision reports, yielded five primary themes: view positively, letting the teacher lead, solution-focused techniques used, confident and need for practice. Although additional research in this area is warranted, this work suggests the use of solution-focused conferencing strategies may aid novice instructional supervisors in helping to promote teacher reflection and improve teachers' classroom decision-making.