This work is a collaborative study of a case-based practical inquiry. Teacher education faculty, led by a group facilitator, engaged in writing cases about supervisory dilemmas they experienced for the purposes of reflection, clinical analysis, and ethical thinking. Researchers reflected on their experiences in developing the cases and examined through analysis of the practical inquiry data what was valued to be just and right in the important work of the university supervisor. The reflections on experiences and analyses of the issues involved stimulated ethical thinking and gave researchers a deeper understanding of the ethical constructs related to their supervisory practices.