Providing effective supervision of student teachers and interns is critical in preparing quality special education teachers. To decrease the time commitment of supervisors, researchers have suggested using virtual observations, generally viewed as a valuable resource. This study examined the experience of teacher candidates supervised with a combination of face-to-face visits and video observations. Groups of university faculty (supervisors) and students (teacher candidates) from a western university participated with both methods of supervision over three years and provided feedback to researchers. Results highlighted participants' satisfaction with the supervision process, including advantages and concerns with each type and ways the combination of methods gave added value and efficiency. Benefits of using the combination of observation types, which was most valued by both supervisors and candidates, were convenience and flexibility of scheduling, opportunities for self-evaluation, and the nature and timeliness of feedback. Future research might focus on using the combination of methods with other groups of professionals such as school psychologists, administrators, and beginning teachers in other fields.