Objectives: Clinical supervision is recognised as an important aspect of psychology training. Competency-based approaches and supervision evaluation have gained increased attention in recent years. Much of this research has not examined the association between supervisor and supervisee perceptions of supervision, supervisor competence, and trainee learning outcomes. Aims: This study will investigate supervisor and trainee evaluations of supervision, supervisor competence, supervisory working alliance, supervisory style, and trainee learning outcomes on competency domains during completion of clinical placement. Method: Supervisors and supervisees will complete self-report measures, including the Supervisory Working Alliance Inventory, the Supervisory Styles Inventory, and the newly established and more comprehensive Supervision Evaluation and Supervisor Competence – Revised Scale. Supervisors and supervisees will rate trainee competency progress on placement across competency domains. Supervisor and supervisee evaluations and responses on the measures and progress ratings will be compared. Results: It is hypothesised the Supervision Evaluation and Supervisor Competence – Revised Scale will be found to be a valid and reliable measure of supervision. The measure is expected to better predict trainee learning outcomes compared to commonly used supervision measures. It is expected that more favourable ratings of supervision will result in higher ratings on trainee learning outcomes. Conclusion: This study is expected to offer support for the Supervision Evaluation and Supervisor Competence – Revised Scale as a valid measure of supervision and supervisee competence for use in postgraduate psychology training programs. Findings will be discussed within the context of theoretical, empirical, and practical implications for supervision and training. Recommendations will be offered for supervisors and supervisees, as well as psychology training programs.