Effective supervision practices have been a concern for the behavior analytic community leading to new, more rigorous guidance regarding supervision regulations outlined by the Behavior Analyst Certification Board (BACB: BACB newsletter, Sept. 2011, p.1). Despite this discussion, there is limited research or guidance on best practice in supervision of behavior analysts. Lack of research and appropriate technologies for consistent, high quality supervision is a potential liability for the field as a whole since having advanced training asclinical personnel is no guarantee one is able to effectively transfer both knowledge and skill to those they are supervising (Martin & Cannon, 2010). This issue can be compounded in rural areas where individuals may engage in one of the many distance-based education programs in fulfillment of the educational requirements of certification, but lack high-quality training and supervision opportunities. This panel will explore the unique challenges of providing an evidence-based training experience from a distance, lessons learned, and future directions for the field from the viewpoints of the researcher, supervisor, and supervisee. An emphasis will be placed on the use of a structured supervision curriculum and measurement procedures.