This exploratory and descriptive study was conducted in the context of Québec’s education reforms, particularly in terms of teacher training for physical education and health. (PEH). Without a doubt, one of the major challenges of initial training is ensuring professional skill development among the future teachers during their practicums. To this effect, is seems important to update the pedagogical supervision strategy in place at University of Québec in Trois-Rivières: the triad: student teacher, supervising teacher, and university supervisor. In the framework of the triad supervision strategy, the objectives of the study consist of deepening the understanding each actor has of professional skills, describing the types of knowledge mobilized and identifying favourable supervision conditions. The results of a questionnaire given to the triad members (N = 42) who were active in the winter of 2007 session reveal certain discrepancies in their ideas and knowledge about triad supervision. The need for a common professional development vision and the relevance of complementary points of view among the trainers is discussed.