Previous research in the field has consistently found that the use of Cognitive Behavioral Therapy (CBT) supervision is often limited to case discussion. This potentially limits supervisee exposure to wider methods such as self-practice and self-reflection. At present, little is known about how CBT therapists use supervision and the decisions that underpin these choices. It is therefore important to gain a better understanding of superviseesâ€™ beliefs about what supervision can be used for so that barriers to broadening supervision topics can be identified. CBT training is a critical time when career long habits could be formed therefore it is appropriate to investigate the role that specific training methods play in their use of supervision. This action research study set out to establish whether a bespoke workshop delivered to a cohort of (N=13) trainee CBT Therapists would change how trainees think about and use supervision. Trainees attended an optional workshop â€˜Models and Modes of Supervisionâ€™. Feedback was elicited via a brief online questionnaire one month later. Thematic Analysis was applied to participant responses (n=9) following the steps outlined by Braun and Clarke (2006) with three themes identified â€“ â€œUnderstanding of the breadth of supervisionâ€, â€œMeta-cognitive awarenessâ€ and â€œOpportunity to make changesâ€. Overall, these themes suggested that following the workshop, trainees had a deeper understanding of supervision and had begun to consider expanding its use by bringing more interpersonal and self- reflective issues. The findings indicate that future cohorts may benefit from this workshop being integrated within the course structure. Further research is also required to understand if qualified therapists hold similar views about supervision and to investigate the role that supervisors have in influencing the topics and techniques that are utilized within clinical supervision.