CBT supervision is a complex undertaking for which effective delivery requires considerable skill. It is not surprising then, that supervision is increasingly recognized as an area of specialism in its own right. Supervision is distinct from therapeutic practice in its need to configure a variety of managerial, educational and supportive functions to take account of the idiosyncratic needs of an individual supervisee and the various stakeholders who are invested in their work. In this context, balancing the educational, monitoring and supportive functions of supervision can be a challenge and there is always the potential for misalignment. In today’s rapidly changing and unpredictable professional climate, the likelihood of misalignment is arguably greater than ever before. Legislation and societal expectations have implications for how supervisors accommodate and work with issues of diversity. Course fees for self-funding students shape expectations of supervision and of supervisors in a wider higher education culture where the roles of student and consumer have become conflated. The transition to online working, rolled out at scale during the COVID-19 pandemic, has continued to characterize many supervision arrangements giving rise to questions about how best to facilitate professional conversations in a diverse range of surroundings, including locations from within the supervisor’s or supervisee’s home environment. How do supervisors experience and attempt to manage the types of issues described above? What is their day-to-day reality of delivering CBT supervision in professional and social contexts that are increasingly unpredictable and uncertain? What are some of the innovations and creative developments to which the changing professional climate has given rise? This panel will discuss and debate some of the many dilemmas arising from attempting to deliver effective CBT supervision in order to shine a light on some of the unspoken challenges and under-recognized innovations in this unique CBT specialism.